20B Learning Student Guide PDF

Oracle HCM Cloud: Learning
Student Guide
D105471GC10 | D105936
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Contents
1 Course Overview
Learning Objectives 1-2
Course Objectives 1-3
Course Agenda 1-4
Information Resources 1-6
2 Learning Overview
Oracle Human Capital Management 2-3
Setting Up HCM with Functional Setup Manager (FSM) 2-5
Oracle Learning Cloud: Introduction 2-7
Learning Lingo: Introduction 2-9
Learning Catalog: Introduction 2-10
The Learning Catalog: Two Perspectives 2-11
Building Blocks of the Formal Learning Catalog 2-12
Learning Lingo: Understanding Content 2-14
Learning Cloud Primary User Roles 2-16
Additional Custom Administrator Users 2-18
Learning Page: Me > Learning 2-19
What to Learn Page: Me > What to Learn 2-20
Learning Administrators Page 2-21
Summary 2-22
Practice 2-23
3 Setup Tasks
Learning Primary Setup Steps 3-3
Set Up or Manage Learning Cloud Profile Options 3-4
Configure Lookup Values: Samples 3-5
Scheduled Processes 3-6
Video Transcoding 3-8
Evaluations 3-9
Configure Default Settings 3-10
Social 3-11
External Providers 3-12
iii
Configure YouTube Video Search 3-13
Introduction to Skillsoft Integration 3-14
Configure WebEx Integration 3-15
WebEx Configuration 3-16
Learning Item Default Attributes 3-17
Alerts 3-18
Manage Learner Defaults 3-19
Demonstration 3-20
Summary 3-21
4 Access Control and Access Groups

Overview 4-3
Examples of Access Control 4-4
Access Control Views 4-5
Default Access Rules 4-6
Learner System Level Default Access Rules 4-7
Access Groups: Global, Local and Ad Hoc 4-8
Access Groups: Global and Local 4-9
Access Groups 4-11
Access Group Priorities 4-12
Demonstration 4-13
Summary 4-14
5 Learning Catalog and Items Overview

The Learning Catalog: Two Perspectives 5-3
Self Service Catalog 5-4
Self Service Community 5-5
Courses, Offerings and Activities 5-6
Activities 5-7
Specializations 5-8
Specialization Example 5-9
Use Cases 5-10
Summary 5-11
6 Catalog Resources: Self-Paced

Formal Learning Catalog Structure: Review 6-3
Catalog Resources Introduction 6-4
Self-Paced Catalog Resources 6-5
iv
Adding Self-Paced Catalog Resources 6-6
Completion Rules for Self-Paced Resources 6-8
Skillsoft Integration Steps 6-9
Configure Skillsoft 6-10
Load and Synchronize Skillsoft Course Data 6-11
Import Skillsoft Content to Catalog Resources 6-12
Select Skillsoft Courses for Import 6-13
Skillsoft Integration Queue Area 6-14
Skillsoft Integration Import 6-15
View Content Import Errors 6-16
Support Deletion of Content Items 6-17
Summary 6-18
Practice 6-19
7 Setting up Courses, Offerings and Activities in the Learning Catalog

Learning Lingo: Course, Offering and Activity 7-4
Setting up the Learning Catalog 7-5
Courses 7-6
Offerings and Activities 7-7
Create Offerings and Activities 7-8
Summary 7-9
Practices 7-10
8 Creating Instructor-Led Resources and Training

Instructor-Led Training 8-4
Instructors 8-5
Classrooms 8-6
Training Suppliers 8-7
Create an Instructor-Led Training Offering 8-8
Bulk Create Offering Activities 8-9
Demonstrations 8-10
Summary 8-11
Practices 8-12
9 Virtual Instructor-Led Training

v
WebEx Virtual Classroom Integration 9-4
Assign an Instructor to the Configured WebEx Account 9-5
Demonstration 9-6
Virtual Instructor-Led Training 9-7
Virtual Classroom 9-8
Blended Offering 9-9
Summary 9-10
Practices 9-11
10 Requests and Assignments

Learning Assignments: Review 10-3
Learning Request 10-4
Request Examples 10-5
Learning Request Process 10-6
Four-Step Request Workflow Chart 10-7
Learning Assignment Types 10-8
Learning Assignment Parameters 10-9
Learning Assignment Process 10-10
Edit Assignments 10-11
Default Learning Assignment Attributes 10-12
Use Case Scenario: Assign Learning Items 2nd Assignment, when an Active
assignment exists for the same Learning Item 10-13
Summary 10-14
Practices 10-15
11 Approvals, Waitlists, and Managing Learners

Learning Approvals 11-3
Defining Learning Approval Policies 11-4
Learner Defaults 11-5
Approvals Setup Feature 11-6
Learner Metrics 11-7
Hierarchy Search UI 11-8
Organization Tree 11-9
Demonstration 11-10
Manage Learners as an Administrator 11-11
Waitlists 11-12
Manually Managing the Waitlist 11-14
Managing Learners 11-15
Mass Action Support 11-16
vi
Learner Selection 11-17
Learning Criteria 11-18
View Team Assignments 11-19
Summary 11-20
Practices 11-21
12 Initiatives and Advanced Assignment Rules

What is a Learning Initiative? 12-3
Initiatives at the Course, Offering and Specialization Levels Chart 12-4
Assigning New Learners to Initiatives 12-5
Learning Assignment Process 12-7
Assignment Details 12-8
Select Learners using Various Criteria 12-9
Advanced Assignment Rules 12-10
Advanced Rules 12-11
Summary 12-12
Practices 12-13
13 Specializations
Specialization Review 13-3
Specialization 13-4
Specialization Example 13-5
Courses Example 13-6
Offerings Example 13-7
Sections Example 13-8
Specializations and Offerings Similarities 13-9
Specializations and Offerings Differences 13-10
Courses, Offerings, and Activities 13-11
Specialization 13-12
Sections 13-13
Learning Communities 13-14
Learning Catalog 13-15
Community and Specialization Access Settings 13-16
Summary 13-17
Practices 13-18
14 Learning Outcomes and Prerequisites

Learning Outcomes Review 14-3
vii
Learning Outcomes 14-4
Learning Outcomes Examples 14-5
Setting Up Learning Outcomes 14-6
Prerequisites Review 14-7
Prerequisites 14-8
Content Types and Items 14-9
Expire Learning Assignments Pending Prerequisites 14-10
Use Case 14-11
Learning Scheduled Processes 14-12
Prerequisites Benefits 14-13
Summary 14-14
Practices 14-15
15 Questionnaires
Questionnaires Concepts 15-3
Questionnaire Example 15-4
Questions 15-5
Question Library 15-6
Question Types and Responses 15-7
Rating Models in Questionnaires 15-9
Questionnaires and Templates 15-10
Questionnaire Template Overview 15-11
Questionnaire Considerations 15-12
Questionnaire Control 15-13
Adding and Formatting Questions 15-15
Summary 15-16
Practices 15-17
16 Assessments and Evaluations

Assessments Overview 16-3
Assessments 16-4
Steps to Create Questionnaires for Assessments 16-5
Attempt History 16-6
Assessment Configuration 16-7
Evaluations Overview 16-8
Evaluations 16-9
Summary 16-10
Practice 16-11
viii
17 Self-Service Videos and Tutorials
Videos Review 17-3
Videos 17-4
Video Transcoding 17-5
Tutorials Review 17-6
Tutorials 17-7
Reporting Inappropriate Content 17-8
Communities Review 17-9
Learning Communities 17-10
Summary 17-11
Practices 17-12
18 Communities
Communities Review 18-3
Communities 18-4
Catalog Communities 18-5
Community Assignments 18-7
Community Assignment Workflow 18-8
Self Service Communities 18-9
My Learning Communities 18-10
Community Parameters 18-11
Community Example 18-12
Summary 18-13
Practices 18-14
A HCM Data Loader

Uses for HCM Data Loader A-2
HCM Spreadsheet Data Loader A-3
Additional Resources A-5
ix
1
Course Overview
Copyright © 2020, Oracle and/or its affiliates.

Learning Objectives
• To set up and configure the Oracle HCM Cloud Learning product.

• Utilize lecture, demonstrations and hands-on exercises to obtain the necessary
knowledge to implement Learning.
Copyright © 2020, Oracle and/or its affiliates..
Oracle HCM Cloud: Learning 1 - 2

Course Objectives
After completing this course, you should be able to:

• Explore the options available in Learning
• Set up access to Learning
• Create a course for the catalog and import Learning items
• Configure ILT and VILT details
• Manage approvals and learner tasks
• Examine learning assignments and initiatives
• Explore questionnaires, evaluations and assessments
• Define self service learning and communities

Course Agenda
• Introduction to Learning
• Setup Tasks
• Access Control and Access Groups
• Learning Catalog and Learning Items
• Catalog Resources: Self-Paced
• Setting up Courses, Offerings and Activities in the Learning Catalog
• Creating Instructor-Led Resources and Training
• Virtual Instructor-Led Training
• Requests and Assignments
• Approvals, Waitlists, and Managing Learners
• Initiatives and Advanced Assignment Rules

Course Agenda
• Specializations
• Learning Outcomes and Prerequisites
• Questionnaires
• Assessments and Evaluations
• Self-Service Videos and Tutorials
• Communities
• HCM Data Loader

Information Resources
Oracle Help Center My Oracle Support Oracle University
Cloud Readiness/What’s New Search for solutions
Training
Download patches and
Oracle Talent Management Cloud – updates Certification
Using Learning; Implementing Oracle Launchpad
Learning Create a Service Request
Collaborate in the My Oracle Essential Training
Using Common Features Support Community Best Practice
Security Reference for HCM Cloud 24/7 digital learning experience
Oracle Cloud Customer
Implementing Global HR (for Design Oracle Cloud Learning Subscription
Connect
Studio) Training Videos
Discussion Forums
Books and Videos Idea Labs Certification Exams
Updates and Maintenance 24/7 digital learning experience
Events Calendar
Disclaimer: Oracle customers have access to various resources. If you are not a customer, you may not
have access to some of the additional resources referenced in this course.
Oracle Help Center https://docs.oracle.com/en/
My Oracle Support https://support.oracle.com
• Oracle Support Document 2348930.1, Oracle Fusion Learning Cloud: Master Document for Oracle
Learning Cloud Patch Bundle Information:
https://support.oracle.com/epmos/faces/DocumentDisplay?id=2348930.1
• Oracle Support Document 1504483.1, All White Papers for Fusion Applications HCM:
https://support.oracle.com/epmos/faces/DocumentDisplay?id=1504483.1
Oracle Cloud Customer Connect https://cloudcustomerconnect.oracle.com/pages/home
Oracle University
• Oracle Launchpad http://education.oracle.com/launchpad
Oracle Cloud Learning Subscription http://education.oracle.com/cloud
Oracle Product Features:
• You can use the Oracle Product Features tool to compare release features prior to an upgrade
https://apex.oracle.com/pls/apex/f?p=24153:100:100491633520435
Oracle HCM Cloud Courses: https://education.oracle.com/oracle-cloud-saas
• Extensibility
• Security
• Using Global Human Resources

2
Learning Overview

Learning Objectives
• Introduce Oracle Learning Cloud

• Define basic Learning lingo
• Describe the Learning catalog
• Define standard Learning users
• Explore the Learning and What to Learn pages as a learner
• Explore the Administrators Learning page as an administrator

Oracle Human Capital Management
Human Workforce Workforce Talent
Work Life
Resources Rewards Management Management
Global Payroll Taleo Enterprise

Core Human Absence
and Onboarding, My Competitions
Resources Management
Localizations Recruiting
Workforce Global Payroll Recruiting

Time and Labor My Reputation
Directory Interface Learning
Career
Workforce
Benefits Development My Volunteering
Modeling
Goal
Management
Workforce
Compensation Performance My Wellness
Predictions
Management
Profile
HR Help Desk Management
Succession
Management
Talent Review
Oracle Human Capital Management

Oracle Fusion HCM covers the following five primary business processes of managing human capital.
Human Resources
Oracle Human Resources enables organizations to maximize worker value. By utilizing such features as
Workforce Deployment, Workforce Directory, Workforce Modeling, Workforce Predictions, and Workforce
Reputation Management your organization can:
• Align resources and people with business objectives. You can also enter and maintain information
related to people, employment, and work structures.
• Show a complete view of your organization and provide a place to connect with people.
• Plan, model, and deliver optimized, large-scale organizational changes faster and with greater
certainty.
• Forecast performance to more accurately predict outcomes and lead to better decision-making.
• Analyze social influence within your workforce.
With HR Help Desk, workers can create and submit service requests.
Note: You must complete the setup tasks related to service request management in the Oracle Engagement
cloud, prior to configuring HR Help Desk.

Workforce Rewards
The area of Workforce Rewards leverages such features as Global Payroll and Localizations, Global Payroll
Interface, Benefits, and Compensation. These features enable your organization to:
• Streamline payroll administration to comply with local taxation and payroll rules locally and globally.
• Tailor your global benefits solution from simple to highly complex plans.
• Design and deliver customized compensation programs for global and local organizations.
Workforce Management
The area of Workforce Management deals with features such as Absence Management and Time and
Labor to enable your organization to:
• Implement absence and leave policies globally or locally.
• Track, monitor, and increase accuracy of time reporting.
Talent Management
In addition to utilizing Oracle Taleo Enterprise Onboarding, Recruiting, and Learn features, the area of
Talent Management is also comprised of such features as Career Development, Goal Management,
Learning, Recruiting, Profile Management, Succession Management, and Talent Review. These features
enable your organization to:
• Recruit, screen, and hire applicants efficiently and collaboratively.
• Plan for your future with high-impact employee development plans.
• Rapidly develop content using flexible editing tools or by importing content, all while following
appropriate standards.
• Personalize learning content to address multiple audiences, and establish curriculum for mentoring
programs, rotational assignments, or other training programs based on company needs.
• Capture formal and informal feedback from multiple sources to provide a rich, well-rounded portrait
of your employees.
• Ensure your best talent is in line for future leadership and critical roles.
• Optimize the talent review process to efficiently identify and manage your top talent.
Work Life
The Work Life area focuses on features such as My Competitions, My Reputation, My Volunteering, and My
Wellness. Together these features enable your organization to:
• Manage fun competitions that help drive business goals.
• Analyze social influence within your workforce.
• Engage in company volunteer projects.
• Promote a healthier work-life balance.

Setting Up HCM with Functional Setup Manager (FSM)
Plan Opt In
Functional Setup Manager (FSM)
provides an integrated, end-to-end
applications setup and administration
Maintain Setup process.
Deploy
The Oracle Functional Setup Manager facilitates initial setup and ongoing maintenance of Oracle HCM
applications. The Functional Setup Manager guides you through the ongoing steps including:
• Planning: Identify the offerings you want to implement. Evaluate what functional areas and features
to opt into and prepare accordingly for their setup requirements.
• Opting In: Select the offerings, functional areas, and features that best fit your business
requirements by enabling them.
• Setting up: Use setup tasks to enter setup data necessary for your enabled offerings and functional
areas.
• Deploying: Move your verified setup data from the test environment to a production environment
and deploy to all users to start transaction processing.
• Maintaining: Update setup data or opt into configuration of the functional areas and features as
necessary.
The Application Implementation Consultant job role has full access to perform all Functional Setup
Manager-related activities. Other users must include the Functional Setup User role in addition to other roles
or privileges needed to perform specific setup activities.
For more detailed information about security requirements for Functional Setup Manager, refer to the
Security Reference for Oracle Applications Cloud Common Features guide in the All Books for Oracle Cloud
page of the Oracle Help Center (docs.oracle.com).

Setting Up HCM with Functional Setup Manager (FSM) (continued)
Learn More with Video Tutorials
Review the following videos in Oracle Help:
https://docs.oracle.com/en/cloud/saas/talent-management/19c/videos.html (verify your current version)
In the View dropdown menu, select Implement.

• Configuring Offerings
• Setting Up Offerings
• Setting up Offerings with Scope
• Entering Setup Data Using Assigned Tasks
• Managing Setup using Implementation Projects
• Exporting Offering Setup
• Importing Offering Setup
• Exporting Setup Data Using CSV
• Importing Setup Data from Configuration Packages
• Exporting Setup Data to Configuration Packages
• Comparing Offering Setup Data During Import
• Comparing Setup Data Using Configuration Packages
• Generating Setup Data Reports

Oracle Learning Cloud: Introduction
Learning Page Displays My Activity Compliance Training
Informal Knowledge Sharing Career Development Training
Ratings and Recognition Catalogs and Content Import
Managing and Tracking of Learning Communities and Social

Learner Progress Collaboration
Learning is all around us. In the past, the word “learning” may have drummed up images of sitting in a
formal classroom listening to a lecture or reading a text book. But learning can come in many forms and
includes many fluid, ubiquitous, and media-rich opportunities to broaden our knowledge. Learning is literally
at our finger tips anytime, anywhere.
For Oracle, managing learning in the digital age is exactly why the Learning application was created. You
can think of the Learning application within Oracle’s HCM suite as a facilitator of the innumerable learning
opportunities that are all around us and within your organization.
Here are just some of the ways real learning can take place at your organization through Oracle’s Learning:
• Compliance and Career Training: Enables administrators to deploy and track required compliance
needs across an entire organization and manage development-based learning through multiple
delivery modes such as ILT, VILT and self-service e-Learning and videos.
• Catalogs and Content Import: Allows for learning specialists to assemble online course offerings
for selection as well as import learning content and incorporating courses from elite learning vendors
such as Skillsoft.
• Learning Communities and Social Collaboration: Subject matter experts can easily share their
knowledge with the rest of your organization and create tutorials. Knowledge interest groups can join
and collaborate within learning communities.
• Managing and Tracking Learner Progress: Managers can oversee their team's learning and track
progress and completions with traditional LMS features.

Oracle Learning Cloud: Introduction (continued)
• Ratings and Recognition: Learners can give their opinion about learning items through ratings and
administrators have the ability to report on the five star rating. Authors of informal content can
receive recognition for their contributions to your organization’s learning.
• Informal Knowledge Sharing: Learners can not only consume self-service videos or tutorials on
particular topics but then recommend and share these learning items to their peers and others in the
organization. Managers can also push out learning to their teams.
• Learning Page Displays My Activity: Learners can literally access any item of formal and informal
learning tied to their learning profile. For example, they can view required learning as well as
informal learning recommended to them. They can also download content to mobile devices to
consume learning offline.

Learning Lingo: Introduction
Formal vs. Informal Content: Formal content is pre-packaged course material

developed to meet specific learning objectives. Informal content is authored or
sourced by employees to help share knowledge and is self-service in nature.
Required vs. Voluntary Assignments: Required assignments are learning items that
must be completed by a certain date. Voluntary assignments are items you enroll for
yourself (or by others) that typically help your career development or goals but without a
due date.
Learning Catalog vs. Noncatalog: All active learning items are organized in the
Learning Catalog. When a desired item is not in the catalog, learners can initiate a
Noncatalog Request.
As we’ve seen, Learning encompasses a very wide variety of methods, components and activities.
Organizing and delivering all learning opportunities for your organization can seem like a daunting task.
Understanding some basic terminology will help simplify your implementation and improve communication
with team members. Along the way we’ll be introducing some “lingo” or terms that are used within Learning
Cloud and the greater learning community. Let’s start with these terms:
• Formal vs. Informal Content: Formal content is packaged and delivered to meet certain learning
objectives (such as a class or self-service online course). Informal content is authored by individuals
within your organization to foster knowledge sharing and collaboration (such as videos and tutorials).
• Required vs. Voluntary Assignments: Assignments are learning items that you are assigned to
complete. Required assignments are assignments that can be directed by your organization,
manager or community and must be completed by a certain date such as yearly compliance
trainings or software update tutorials. Voluntary assignments are items you enroll for yourself or are
enrolled in typically to help in your career development or goals but without a due date.
• Catalog vs. Noncatalog: All active and available learning is contained in the Learning Catalog. This
is where learners can search for and select formal and informal learning items. The noncatalog
category is used for requesting learning that is not in the catalog. Learners can request items of
interest that they would like to see placed in the catalog.
Using these terms, a real life example could be a learner received an assignment for Safety compliance
training (formal, required assignment) listed in the catalog which must be completed within 2 weeks.

Learning Catalog: Introduction
Filters
Content
The Learning Catalog is a one-stop shop access to formal and informal learning content such as an
advanced Excel course or the latest workshop from the development project of interest to you. The Learning
Catalog contains the different objects used to create various learning for your users and will be unique to
every organization.

The Learning Catalog: Two Perspectives
Self-Service Catalog Formal Learning Catalog

Employee driven and can be shared peer- Formal course material, assignments and
to-peer. tracking.
• Crowd sourced content (videos, images • eLearning or classroom training
and text)
• Learning initiatives and assignments
• Social
• Learning outcomes and evaluations
• Tutorials
• Specializations and communities
• Communities
You can think of the Learning Catalog from two perspectives, the self-service catalog and the formal
learning catalog.
A Self Service catalog can be shared peer-to-peer and contains crowdsourced content, social elements,
tutorials, and communities.
A Formal Learning catalog contains more of the traditional learning we are familiar with and contains
managed content, eLearning and classroom training,, learning initiatives, and learning assignments,
learning evaluations, learning outcomes, and specializations and communities. We’ll look into all of these
items in more detail within this course.

Building Blocks of the Formal Learning Catalog
Formal Learning Catalog

Assessments and Evaluations
Course
Learning Outcomes
Offering
Activity
Content
Object
Catalog Resources
(Self-Paced and Instructor Led)
How does learning content become available to learners? Learners must access a Learning Catalog to
register for or consume learning items. Here is a diagram we will be looking at in more detail within the
course that illustrates the basic building blocks for setting up a learning item in the Learning Catalog.
Let’s look at the basic components of the Learning Catalog.
• Catalog Resources – Although these items are at the bottom of our building blocks, resources
must first be in place before any other learning items can be entered into the catalog for formal
learning. Catalog Resources include any electronic self-paced learning items or details for instructor-
led learning.
• Courses – Courses are created to meet specific learning objectives and define the requirements
and outcomes of a learning topic. Courses do not define how the learning is delivered to learners.
For that, you create an offering.
• Offerings – Offerings are used to make courses available to learners such as a course delivered on
a certain date or a self-paced training module. Offerings are configured after a course is established
in the system.
• Activities – Activities are associated with offerings. For example, an offering for an online course
would involve completing an online learning module. An offering for a live classroom would involve
attending a class on a certain date.
• Assessments – Assessments are tests that you add to an offering to test learners' understanding of
course material. Assessments are presented to learners in the form of a questionnaire. Assessments
can be defined as either the first or last activity of an offering,

Building Blocks of the Formal Learning Catalog (continued)
• Evaluations – Evaluations are questionnaires used to capture learner feedback about completed
offerings.
• Learning Outcomes – Once a learner has successfully completed a course, the acquired skills or
qualifications are automatically added to the learners Talent Profile. In some cases, having a skill
listed on the Talent Profile may be a prerequisite for a subsequent course.
All these concepts will be reviewed in greater detail in this course.

Learning Lingo: Understanding Content
Instructor-led Training: Training that is delivered live on a certain date and time by an
instructor in a classroom or virtually over a web-conferencing system.
ILT = Instructor-led Training and VILT = Virtual Instructor-led Training.
Self-Paced Learning: Comprised of online or eLearning content that allows the learner
to consume and complete an offering without an instructor. This material can be
accessed through a content server and in some cases can be downloaded to a device.
SCORM and AICC: Two learning industry guidelines that allow online eLearning
content to be shared and imported across various learning platforms. SCORM and
AICC content is in XML format and packaged into a single .zip file format for importing.
Here is some additional Learning lingo that will be helpful in our lessons around different types of learning
content.
Instructor-led Training: Training that is delivered live in real time by an instructor in a classroom or virtually
over a web-conferencing system. If a live training is recorded, ILT = Instructor-led Training and VILT =
Virtual Instructor-led Training. A course or training is no longer considered instructor-led. if a training is
recorded and then presented later in a video or online offering. Learners need to register for this type of
training as it takes place at a certain date and time.
Self-Paced eLearning: Comprised of online or eLearning content that allows the learner to work through
the content without an instructor. This content is imported and uploaded to the Learning content server. In
some cases self-paced offerings can be downloaded to a device. There is no specific date or time the
material needs to be accessed, but there may be some restrictions on it’s availability. For example,
employees can take an eLearning on company internet policy within a certain time frame. This type of
learning is sometimes called electronic learning.
SCORM and AICC: Two learning industry guidelines that allow online learning content to be shared and
imported across various learning platforms. SCORM and AICC content is in XML format and packaged into
a single .zip file format for importing. Learning supports SCORM and AICC content import into the Catalog
Resources area where it can be made available in courses to learners.

Learning Lingo: Understanding Content (continued)
When learning content is imported into Learning it’s called a Catalog Resource. Other catalog resources
include details about instructor-led training such as classroom information.
These concepts are covered in greater detail in this course. The Oracle Talent Management Cloud
Implementing Learning guide provides more detail on this area.

Learning Cloud Primary User Roles
Learners Learner Managers Learning Administrators

• Employee who can access the • Line manager who can access • Person who can access the
employee self-service work the manager self-service work learning administration work
area area area
• Consumes learning items and • Assigns and tracks learning • Manages the learning catalog
learning assignments for the people they manage and resources
• Contributes self-service • Performs the tasks of the • Manages administrator
learning items and manages learner assignments and initiatives
self-service communities • Manages Learning setup
As mentioned earlier, organizing all the learning that needs to take place in your organization can seem like
a daunting task. Understanding the specific roles and activities for each role can help better organize tasks
and processes involved in implementations. Here are the primary three roles involved in working with
Learning Cloud.
Learners
• Employee who can access the employee self-service work area
• Employee who can consume learning items and learning assignments
• Employee who can contribute self-service learning items and manage self-service communities
Learner Managers
• Line manager who can access the manager self-service work area
• Line manager who can assign and track learning for the people they manage
• Line manager who can perform the tasks of the learner persona
Learning Administrators
• Person who can access the learning administration work area
• Person who can manage the learning catalog and resources
• Person who can manage administrator assignments and initiatives
• Person who can manage Learning setup
In addition to these roles implementors will perform setup tasks prior to the initial activities of the learning
administrators. For more details on the standard user roles and other related information, access the
Application Help and search for Standard Application Users for Oracle Learning Cloud: Overview.

Learning Cloud Primary User Roles (continued)
Tip: Additional privileges and functions can be configured to the above user types or new roles can be
configured (e.g. Learning Specialist) to further define your responsibilities and activities.
The Oracle Talent Management Cloud Implementing Learning guide provides more detail on this area.

Additional Custom Administrator Users
Learning Administrators
Core Learning Administrator

Learning Content Administrator
Resource Administrator
Catalog Manager
Learning Assignment Administrator
Learning Initiative Administrator
Learning Implementor
Each administrator privilege pertains to a specific capability within the application that you can hide from the
user. To hide certain features from the administrator role you need to create custom roles. These roles are
common groupings of privileges that are typically granted to a learning administrator. Here is a sample list of
users for the Learning Administrator role that can be defined in the application.

Learning Page: Me > Learning
Access the Learning Catalog
Learners have two app choices that can be displayed on their Home > Me page: Learning and What to
Learn. On the learners Learning page, users can gain easy access to all their learning activity. The learners
Learning app may or may not be added to users personalized user interface by default depending on your
organization’s set up. Learners can easily personalize their Home>Me page to add this app.
Note: There are two Learning apps, one for Learners (accessed from Me > Learning) and one for learning
managers and administrators (access from My Client Groups > Learning). These apps perform different
functions based on the user and the tab from which they are accessed. The What to Learn app is only
accessible from the Home > Me page and is the same for both learners and learning administrators.
Here is a list of just some of the action items users can do from the Learning page:
• Current Learning – Access current required and voluntary learning items.
• Requested Learning – Access learning assignments that the learner has requested to attend and
monitor the progress of requests.
• View Transcript – Access learning items the user has completed in the past.
• My Learning Communities – Access communities that are managed by the learner and the
communities that the learner has joined.
• View Recommendations – View recommendations that the learner made or were made to the user.
• Shared Learning – View videos the user published and tutorials the user authored and/or view
videos shared by others.
• Access the learning Catalog by browsing recently added learning or search for a specific item in the
Learning Catalog.

What to Learn Page: Me > What to Learn
Access the Learning Catalog
A second option for learners is to display the What to Learn app on the Home > Me page. Note: Learners
can choose to have both the Learning and What to Learn apps on their home page if desired.
Here is a list of just some of the action items users can do from the Learning page:
• Required Learning – View links to learning items due and the number of days or overdue status as
well as number of activities to complete and a start/play or resume button to go directly into the
learning activity listed.
• Voluntary Learning – View links to voluntary learning items and a start/play or resume button to go
directly into the learning activity listed.
• View tiles for other recommended learning items.
• Access the learning Catalog by browsing recently added learning or search for a specific item in the
Learning Catalog.

Learning Administrators Page
- Home Dashboard View

- Learning Catalog
- Learners Training Videos
- Catalog Resources
- Setup
The Administrators Learning page is where all the main Learning setup activities take place once basic
implementation steps are complete.
Here, administrators can view training videos as well as access the following configuration areas:
• Learning Catalog
• Learners
• Catalog Resources
• Setup
Throughout this course we will be returning to this area in greater detail.

Summary
• Introduce Oracle Learning Cloud

• Define basic Learning lingo
• Describe the Learning catalog
• Define standard Learning users
• Explore the Learning and What to Learn pages as a learner
• Explore the Administrators Learning page as an administrator

Practice
• 2-1: Navigating the Learning Environment and making a Noncatalog Learning Request
• 2-2: Navigating Learning Administration

3
Setup Tasks

Learning Objectives
• Identify Steps to Setup Learning

• Describe Learning Profile Options
• Define Specific Learning Lookup Values
• Describe the Delivered Learning Scheduled Processes
• Explain the Learning Administration Setup Page and Supporting Tabs
• Introduce Configuration for External Providers (YouTube, Skillsoft, Webex)

Learning Primary Setup Steps
FSM = Functional Setup Manager LA = Learning Administration
Set up security for Oracle Learning FSM Set up or manage Learning Cloud profile FSM
options
Set up locations and classroom resources LA Create and add assessments to activities. LA
Set up or manage scheduled processes Other Create and add evaluations to activities. LA
View and edit lookup values FSM Create conditions and rules for approvals. FSM
Customize Descriptive Flexfields FSM Set up social collaboration FSM
Set up or manage learning outcomes FSM Configure external providers (YouTube, FSM
LA WebEx, and Skillsoft). LA
Set up or manage prerequisites LA Configure mobile options FSM
This chart displays the primary setup steps that should be configured at the start of your implementation.
Many of these setup tasks determine what features are available and the type of experience that will be had
by users. Therefore, it is important to have discussions within your organization surrounding each of these
configurations before moving on to configuring the Learning catalog.
• FSM – These steps take place in the Functional Setup Manager under Setup and Maintenance.
• LA – Learning Administration which includes learning Setup and Catalog areas for administrators
accessed through My Client Groups>Learning
Most of these areas are either accessed through the Functional Setup Manager (FSM) or through various
areas of Learning Administration (LA) or both.
In addition to these setup areas, some specific steps may be carried out in learning administrators when
setting up catalog resources or specific courses, offerings or activities. For example, Learning outcomes
use the Content Type setup in the FSM, then are later assigned to courses in the Manage Catalog page.
This lesson will cover many of these areas with additional steps being covered in subsequent lessons.

Set Up or Manage Learning Cloud Profile Options
Setup and Maintenance>Manage Administrator Profile Values task
Oracle Social Network Set up or manage Learning Cloud profile options
Mass Assignments Create and add assessments to activities.
Learning Outcomes Configure Learning Outcomes to a course and specialization.
Evaluations Create and add evaluations to activities.
These profile options pertain to items associated with Learning. You can access these options in Setup and
Maintenance>Manage Administrator Profile Values task to review and set the options as required for your
organization. By default, all profile options in Oracle Learning Cloud are enabled. You may deselect the
specific profile option to disable the feature in your application. More details about each setting are available
in the implementation guide.
Oracle Social network - Enables the use of OSN in your application
Mass Assignments
Enables you to configure the Shared Folder in OTBI and create the Learning folder in Human Capital
Management. Enables you to configure the
folder Oracle Learning Cloud should reference when searching for analysis objects for learning
assignments.
Learning Outcomes
Enables you to configure Learning Outcomes to a course and specialization.
Learning Evaluations
Enables you to configure questionnaires for evaluations in Learning

Configure Lookup Values: Samples
Setup and Maintenance>Manage Common Lookups task
Assignment Attribution Type Contains the values available to select when designating who is
giving an assignment to a learner;
Self-Initiated Withdrawal Learners can use this to indicate the reason why they are
withdrawing from an assignment.
Specialist Initiated Completion A specialist uses this to indicate the reason for marking a self-
paced, offline activity as complete for a learner
You can view and edit several lookup tables used in Oracle Learning Cloud. These lookup tables comprise
the valid values a user can select when completing specific fields. You manage lookup tables for learning
using the Manage Common Lookups task in the Setup and Maintenance work area. Enter "Learning" as the
Module.
There are over ten lookups associated with Learning. For example, the Assignment Attribution Type table
contains the values available to select when designating who is giving an assignment to a learner; the Self-
Initiated Withdraw table indicates the reason why learners are withdrawing from an assignment.

Scheduled Processes
• Run learning-related scheduled processes for a set of records for a specific business need
• Sample processes run by the administrator are reflected in the table
Process Name Description
Deploy Required Viewing to Targeted Users Processes the required viewing of assignments created by a manager. This a single
entry, but the process deploys the required viewing to multiple targeted users in the
organization. For example, members of an organization when selected as the target.
Reconcile Dynamic Assignments Generates a list of people from the analysis report. When an assignment rule targets
a set of learners and assigns them a learning item, the process reconciles
assignments with person IDs added or removed based on the assignment rule.
Evaluate Person IDs for Assignment Rule When a new assignment rule is created that targets a set of users and assigns them
a learning item, the process looks at different person profiles and extracts the
learners targeted by the assignment rule
Rebuild Learning Item Indexes Builds an index for learning items. The index aids in searching for learning items by
keywords in the application
Recalculate Learning Item Ratings Used with ratings. This job runs when
a learning item is rated by a learner. It
calculates and populates the ratings on the
learning item.
Report Output
A scheduled process that provides output, or the output itself, is also referred to as a report.
• Many types of reports are available, for example regulatory statements or listings of records that
meet specified parameters.
• Predefined templates determine the report layout.
Parameters
A scheduled process might have parameters that you can set to control which records are included or how
they're affected. For example, a process updates only the records that are effective within the date range
that you define.
Submission
Each scheduled process that you run is based on a job. The job is the executable that determines what the
process can do and what options you can set for the process.
You can submit the same process using different parameters and other settings. Each process submission
has a unique process ID.
Process Sets
A process set is a scheduled process that's based on a job set, which contains multiple jobs for one process
submission.

Some of the setup items for the system will require you to run scheduled processes to manipulate a set of
records for a specific business need, or to get printable output with information about certain records. Some
processes do both, for example, to import records and provide a report about them.
Note: The application automatically runs some of the processes such as Pending Requests for a
community. The administrator or the community manager does not run or schedule this process. The
number of pending requests are displayed on a community tile in the My Learning page.
The Oracle Talent Management Cloud Implementing Learning guide provides more detail on this area for a
complete list of Learning Cloud jobs that will need to be scheduled.
More information on Scheduled Processes can be found in Application Help under the following topics:
Scheduled Process Statuses: Explained
Scheduled Process Options: Examples

Video Transcoding
Scheduled Process
Video Transcoding and Processing

is necessary anytime a video is
uploaded.
Setup > Background Processing
The Video Transcoding and Processing scheduled process is necessary to transcode any uploaded video
whether from Self-Service or from My Client Groups > Learning > Content >Load Content. This process is
needed when a video is shared with users, this scheduled job retrieves the relevant video data and pushes
the necessary information through notification to the targeted employee. Consequently, this process should
be running on a regular basis throughout the day.
You can choose the quality or bitrate setting of transcoded videos, and indicate whether videos are still
(slow animations, or screen captures). Still videos should be transcoded differently than videos that are full
motion (action movies). Setup > Background Processing - enables you to set the video transcoding quality
settings for all videos. What you set here applies to all videos that will be transcoded in the future. Highest
Quality is the default setting, and unless you select something else on this page, videos will be transcoded
at the Highest Quality. In addition to the system-wide settings, you can also customize the transcoding
profile on a per-video basis on the Basic Information page for a video

Evaluations
Manage the Learning Evaluation Default Settings for Blended, Instructor-Led, and
Self-Paced learning items.
Administrators can specify a default evaluation for an offering. Administrators can associate the default
evaluation with an offering or override the default and add another evaluation.

Configure Default Settings
Configure default settings on the Setup page is the Learning Administrator’s work area for:
• Evaluations
• Social
• External Providers
• Learning Item Default Attributes
• Alerts
• Manage Learner Defaults
• Background Processing
• Mobile

Social
• This area sets the defaults for when this is possible
If a course, specialization, or offering details page has a Social pane, users can invite others to have
conversations or collaborate about the learning item using social collaboration. All conversations remain
within the learning item as a historical record. Some examples of collaboration include:
• Instructors and learners collaborating on a learning assignment
• A learner initiates a discussion with other learners to share information about their experience in an
offering
• Community members collaborate and discuss the learning items in the community catalog or
assignments
Use the settings in the Social tab on the Setup page to enable social network conversations in learning
items. When social conversations are enabled, learners can view the Social tile and content are in a course,
specialization, or offering. They can join, share, and collaborate on the learning item with their peers or
instructors. You can also restrict the social network conversation to enrolled learners only, or open it for not
enrolled learners too.

External Providers
Manage the configuration settings for external providers.

Configure YouTube Video Search
Parameters Description
YouTube API Key Enter the unique identifier for your project, which you create on the Credentials page
of the Google API Console.
Video License Type Select to restrict the videos in search results to a specific license type or to show
videos with any license type. YouTube videos can have the Creative Commons
license or the standard YouTube license.
Safe Search Mode Select to exclude restricted content from search results. The options are:
• Strict excludes all the restricted content from search results
• Moderate excludes content that's restricted in the user's locale
• None doesn't filter the search results
Maximum Result Set Size Enter a number up to 50 to specify the maximum number of search results. The
default value is 6.
Publisher ID Filter Optionally, enter a channel identifier to restrict search results to videos created by a
single channel.
Region Code Filter Optionally, enter a region code to restrict search results to videos from publishers in a
single region.
Enable YouTube Video Search so that learners can search for YouTube videos when creating tutorials.
Enable and configure YouTube Video Search on the External Providers tab of the Setup page. The above
table explains the YouTube configuration parameters options.
For more information see these related topics:
• YouTube Data API Overview – Google Developers –
(https://developers.google.com/youtube/v3/getting-started)
• API Console Credentials – Google Developers Console –
(https://console.developers.google.com/projectselector/apis/credentials)

Introduction to Skillsoft Integration
Learning will automatically create

courses, offerings and activities
associated with the Skillsoft
content once one or more Skillsoft
courses are imported.
Oracle Learning Cloud integrates with Skillsoft, a third party company that produces learning management
software content.
When you enable this integration, you can import courses from Skillsoft directly into Oracle Learning Cloud.
You can import a
single course at a time, or bulk load multiple courses. Once imported, an automatic process (Import Skillsoft
Content) runs in the background to create courses, offerings, and activities associated with the content.
You need to have an account with Skillsoft before you can enable this feature.
Note: Skillsoft Integration will be covered in more detail in the self-paced resources lesson.

Configure WebEx Integration
1. Configure external provider: WebEx

2. Configure the alerts related to virtual classrooms
3. Create the virtual classroom scheduled processes jobs
Meetings in WebEx are automatically created or updated from the system for the Instructor (meeting host)
and Learner (attendee) when virtual classroom activities are managed by the administrator.

WebEx Configuration
The administrator creates a site level provider account. The administrator account must be setup first in
WebEx and assigned as a delegate for all the instructors in WebEx. As a result, when accounts are created
for instructors in system, it is not necessary to maintain WebEx instructor passwords. When a delegate is
created in WebEx the delegate can create and modify meetings on behalf of the instructor within WebEx.
Once the site level provider account is created, you can modify the following fields:
• Account Name
• Description
• Administrator
• Password: If the password is modified, you must validate it again
• Status: The account can be active or inactive. When the status is changed to inactive, you must
ensure that virtual instructor-led offerings utilizing this account are removed from the account. When
an account is inactive, it is inactive for all instructors associated to the account. Thus, you can no
longer associate the account to instructors and offering activities.

Learning Item Default Attributes
Manage the default attributes for Courses and Specializations including the number of days
that assignments are in pending prerequisites status before withdrawing learners.
Define the global access rules that are pre-selected when administrators create new courses, offerings, and
specializations. More details on this will be covered in the “Access Control” lesson.

Alerts
Manage Alerts that notify users of important learning events.

Manage Learner Defaults
Define the Learning Assignment defaults and the workforce hierarchy to select learners.
More details on this concept will be covered in greater detail in a subsequent lesson.

Demonstration
• 3-1: Managing Learning Evaluation Default Settings

• 3-2: Enabling Social Network Conversations
• 3-3: Viewing Configuration Parameters for Skillsoft and Webex
• 3-4: Configuring Alerts
• 3-5: Configuring the Default Values
• 3-6: Viewing Virtual Classroom Alerts
• 3-7: Viewing Virtual Classroom Scheduled Processes

Summary
• Identify Steps to Setup Learning

• Describe Learning Profile Options
• Define Specific Learning Lookup Values
• Describe the Delivered Learning Scheduled Processes
• Explain the Learning Administration Setup Page and Supporting Tabs
• Introduce Configuration for External Providers (YouTube, Skillsoft, Webex)

4
Access Control and Access Groups
Copyright © 2020, Oracle and/or its affiliates. .

Learning Objectives
• Explain Access Control

• Describe Access Control default access
• Define Access Groups
• Explain Access Group priorities

Overview
Access Control
Defines which catalog items are visible to
learners, how much item detail displays,
and whether learners can sign up directly or
need to request approval. Administrators
can make learning items available to:
• Everyone
• Only certain groups
• Everyone, pending an approval (or not)
Note: Assigned learners override any access rules. Once learners

are assigned, they can view details and access learning items.
Access Groups control the access and visibility of a learning item for a specific user. You can determine
whether a learner can access a learning item and the extent of information (Detail or Summary) about that
learning item that can be viewed by members of an Access Group.
When defining access rules, administrators can decide which catalog items are visible to learners, how
much item detail displays in Self-Service, whether learners can sign up directly, or whether they need to
request assignment approval. Using access control, administrators can make learning items available to:
• Everyone
• Only certain groups
• Everyone, pending an approval (or not)
Administrators can define access control rules at the system level (default access rules), per learning item,
and per access group.
Note: Access controls only apply to learning items before you assign them to learners. You can assign a
learner to a course whether the learner has access or not. Once assigned, the access control rules have no
effect. Regardless of the access rules set for the course or offering, once assigned, learners are able to see
its details and take the training.

Examples of Access Control
The Course “New Legislation 2020” The Course “US Mission 2025”
• Only available for employees in the • Only available for US employees and
Finance Department EMEA managers level 3 and above
• Request signup with approval • Signup without approval
• Summary View • Details View

Access Control Views
Summary Details Offerings Summary Summary Details

Courses View View View
Specializations View View
  Title 
Title Title  
Description
Short Description   Short Description  
Offering Metadata
Cover Art/ Branding   Cover Art/ Branding  
Join / Request 
Trailer   Trailer  
Activities
Join / Request   Social Tab Join / Request  
Syllabus   Remaining seats  Description  
Locations  Program 
Instructors  Number of req. activities 
Languages  Learning Outcomes  
Social Tab  Social Tab 
Training Hours  
Price  
Offering List 
Learning Outcomes  
Price  
These tables show the different access items that are viewable in the Summary and Details view when in
courses, offerings or specializations.

Default Access Rules
Default Access: What happens when you create a new Course, Offering, or Specialization?
Specialization
Level
• Ad Hoc and Named
Group access rules
• Specialization
default access rules
Top Level Offering Level

Learning Item default access rules
(Manage Setup tab) copied at creation, can be changed • Ad Hoc and Named
locally.
• Learning Item Additional rules can be added. Group access rules
default access rules • Offering default
access rules
Course Level
• Ad Hoc and Named
Group access rules Course default access rules
copied at creation,
• Course default can be changed locally.
access rules Additional rules can be added
• System Level: These are global access rules that are pre-selected when administrators create new
courses, specializations, and access groups. Changes made later to the system level access rules
only impact new learning items or access group rules going forward and do not impact pre-existing
items or group rules
• Item Level: These are set per learning item and apply to all learners accessing learning items prior
to having an assignment for them. A voluntary or required learning assignment on an item always
provides full access to it and bypasses the defined access rules. Additionally, when creating an
offering, its default access rules are obtained from its parents course (not the system-wide rules).
• Access Groups: These are set for specific groups of learners at the item level.

Learner System Level Default Access Rules
Learner Defaults
Define the global access rules that are pre-selected when administrators create new courses, offerings, and
specializations. There are separate defaults for learners and managers.
Sample settings for View Mode:

• Details View: Learners can see all of the details for a course.
• No Access: Learners cannot find the course in the search results. Use this setting if you want to
hide the course.
• Summary View: Learners can see a limited view of course details, but can request more
information.
Define Learner Self-Service Settings:
• Active: Initial learning record status - No approval is needed, and learners can register themselves
directly.
• Requested: Approval is needed before learners can register. When you select this, two additional
fields display and selecting them is optional:
- Show Enrollment Form: Select this if you want to display a form to learners to capture
additional information that administrators can use in the approval process
- Select the Allow even if required prerequisites are not achieved checkbox to enable
learners to register or request the learning item even if they have not achieved a required
prerequisite. The status of the assignment will remain in pending prerequisite status until
learners achieve the prerequisite.
- Enter the number of days assignments are in pending prerequisites status before
withdrawing learners. This is the amount of time learners have to achieve the prerequisite
before they are removed from the assignment.

Access Groups: Global, Local and Ad Hoc
Global Access Group Local Access Group Ad Hoc Access Group

(Named)
Purpose Broad, standard access groups Unique set of destinations and A group of learners defined once
that can be used across multiple access details that are specific to and which remains based on the
learning items. For example, all a learning item and represent a same set of learners as at the
full-time employees. logical grouping such as a level time of the group’s creation.
of an organizational chart. Administrators can only manage
these groups manually.
Dynamically update with organization Yes Yes No
changes
Where to create My Client Groups>Learning> My Client My Client
Catalog Resources>Global Groups>Learning>Learning Groups>Learning>Learning
Access Groups tab (can be Catalog>(select a specific course Catalog>(select a specific course
added within Access Groups tab) or offering)>Learners>Access or offering)>Learners>Access
Groups tab tab
When to create At initial system setup During Course or Offering Setup During Course or Offering Setup
Course level access rules cascade Yes Yes Yes

down to offering level
This chart summarizes the various types of Access Groups that can be created and applied to learning
items.
Note: Rule evaluation priority also extends to ad hoc access groups, which have the lowest of the priorities
and apply only if the person is not included in any named access group. Adhoc access applies irrespective
of whether the person is included in a named access group or not; so it applies even if person is in any
named access group.
• Refer to document: HCM Cloud: Using Learning. Access Control>Create Named Access Groups.
• Refer to document: Oracle Support Document 2543292.1 (Understanding Oracle Learning Cloud
Access Control)

Access Groups: Global and Local
Access tab – create
Ad Hoc Access
Groups Access Group tab –
Named Access
Groups
• Named access groups: Named access groups are accessible from the Access Groups sub tab, and
represent a logical grouping or people with a specific set of rules. You can select people in a variety
of ways, similar to learning initiatives. Defined logical groups of learners based on selection criteria.
These groups are evaluated on an ongoing basis (at intervals determined during implementation)
and can account for organizational changes and employee movement within the workforce structure.
For example, administrators can define a named access group based on an organization chart
group. The access group rules are applied to new people moving into the group and removed from
the people no longer in the group.
• Ad hoc access groups: A group of learners defined once and which remains based on the same set
of learners as at the time of the group’s creation. Administrators can only manage these groups
manually.
- Note: Rule evaluation priority also extends to ad hoc access groups, which have the lowest
of the priorities and apply only if the person is not included in any named access group.
Adhoc access applies irrespective of whether the person is included in a named access
group or not; so it applies even if person is in any named access group.
- Refer to document: HCM Cloud: Using Learning. Access Control>Create Named Access
Groups.
- Refer to document: Oracle Support Document 2543292.1 (Understanding Oracle Learning
Cloud Access Control)

When searching for learners to create an access group, choose one of these selections:
• Using Analysis Report: Search for learners using a pre-defined analysis report.
• Learners: Search for learners based on worker based attributes or learning assignments.
• Using Organization Chart Group: Search for learners using an organizational chart group. You
can select ether a learner’s entire organization or just their direct reports.
• Using Learner Criteria: Search for specific learners using either worker criteria or assignment
criteria, such as searching for learners based on the attributes of assignments made to them.
• Disclaimer: Oracle customers have access to various resources. If you are not a customer, you
may not have access to some of the additional resources referenced in this course.

Access Groups
Search for learners

to create an Access
Group utilizing one
of these selections.
When searching for and defining learners to create an access group, choose one of these selections:
• Using Analysis Report: Search for learners using a pre-defined analysis report.
• Learners: Search for learners based on worker based attributes or learning assignments.
• Using Organization Chart Group: Search for learners using an organizational chart group. You can
select ether a learner’s entire organization or just their direct reports.
• Using Learner Criteria: Search for specific learners using either worker criteria or assignment
criteria, such as searching for learners based on the attributes of assignments made to them.

Access Group Priorities
Access is granted to groups in the following priority order:

• Named access groups, based on their assigned priority
• Ad hoc access groups
• Learning item default access rules
Administrators can assign multiple access groups per learning item and each group can have different rules
(and may have overlapping sets of learners). Setting the group priority determines the order in which the
access group rules are evaluated for a given learner (and which rules apply to them).
Access rules for individual items copy the parent level and can be manipulated independently. When you
create a new course the default system level access rules are initially applied to it. If you make changes
later to the default system level rules, they do not trickle down to this course.
Course level access rules cascade down into new offerings created for a course. Administrators are also
given an opportunity to change these rules upon offering creation.
When an administrator creates and saves a new offering they are prompted with the message: “Do you want
to create an access group that follows the course?”
• If No is selected, the offering receives the access rules that match the parent course’s default access
rules. However, any access rules or groups added or changed for the course do not cascade down
to the offering.
• If Yes is selected, the offering receives the access rules that match the parent course’s default
access rules and the administrator is prompted to define access groups specifically for the offering.
Note: Controlling access at the course level is generally sufficient, unless you have a specific need to hide a
course’s offerings from learners.
For example, you have a Sales group as Priority 1, and a US employees group as Priority 2. A person in
both groups will have the rules of the Sales group applied (as that is the first priority). A person who is only
in the US Employee group has the US Employee group rules applied. Rule evaluation priority also extends
to ad hoc access groups, which have the lowest of the priorities and apply only if the person is not included
in any named access group.

Demonstration
• 4-1: Defining System Level Default Access Rules for Learning Administrators, Learners
and Managers

Summary
• Explain Access Control

• Describe Access Control default access
• Define Access Groups
• Explain Access Group priorities

5
Learning Catalog and Items Overview

Learning Objectives
• Define the Self Service catalog in detail

• Define Formal Learning catalog in detail
• Explain the Courses, Offerings, and Activities relationship
• Define Specializations

The Learning Catalog: Two Perspectives
Self-Service Catalog Formal Learning Catalog

Employee driven and can be shared peer- Formal course material, assignments and
to-peer. tracking.
• Crowd sourced content (videos, images • eLearning or classroom training
and text)
• Learning initiatives and assignments
• Social
• Learning outcomes and evaluations
• Tutorials
• Specializations and communities
• Communities
Earlier we looked at the concept of the learning catalog which has two perspectives, a self-service catalog
containing more informal social learning and a formal learning catalog containing courses and formal
objective learning offerings. We will take a look at both these catalog models in more detail in this lesson.

Self Service Catalog
Video Tutorial
Section
Reference to
non-OLC object
External Web
Video Text Image
Video Link
Hosted
Content
Reference to
OLC object
OLC
managed
object
Let’s look at the self-service catalog in more detail. A self service catalog is created by Subject Matter
Experts (SMEs) to share their knowledge with peers and other groups.
One item that a SME can share are videos that they recorded either on their mobile device or on a desktop
application. These videos can then be uploaded to the system and then shared with other employees of
their choosing.
Another item that can be created and shared is a tutorial. Tutorials are similar to lesson guides where the
focus is not necessarily on the user creating original content, but rather on assembling the content. For
example, a Subject Matter Expert (SME) may put together a tutorial on a specific topic which includes: A
short external video, a PDF document, a sign up to online training, and a web link to additional resources.
Tutorials can contain multiple sections that point to various items (for example, internal and external videos,
images, web links, courses, classes, and so on). This type of catalog fosters social and collaborative
knowledge sharing across the organization.

Self Service Community
Video Tutorial Learning Community
Video, Tutorial, Course,

Section
Specialization
Reference to
non-OLC object
External Web
Video Text Image
Video Link
Hosted
Content
Reference to
OLC object
OLC
managed
object
Another item that users can create is a Learning Community. A community is a collaborative place where a
learner group with similar interests can come together around a specific topic. For example, a user may
create a topic around Project X design initiative. They could create a community that contains some videos,
tutorials, courses, and specializations all related to the topic Project X design initiative.
Communities can also be created for business leaders to have their own learning community with the help
of their business partners to help drive membership and align learning initiatives across the community.
Communities are controlled by permissions and approvals to ensure the content is reviewed before
publishing it.

Courses, Offerings and Activities
Self Service Catalog Formal Learning Catalog
Video Tutorial Learning Community Course

Section Offering
Specialization
Reference to
non-OLC object
External Web
Video
Video
Text Image
Link Activity
Hosted
Content Content
Object
Reference to
OLC object
AICC SCORM PDF Test Video
OLC
managed
object
Earlier we looked at the building blocks of the formal learning catalog. We’ll look at more detail on this
catalog structure. The formal learning catalog is created by the learning organizers and administrators within
your organization. These administrators can also create learning communities around a particular topic
referencing course within the learning catalog. Learners and managers with permission can also create
learning communities.
Community: One task of a Learning Specialist is to create a community around a course category. For
example, they may create a community around Finance courses. One of the ways that users can find
courses is by searching for them. Thus, the Specialist can make the community open so that users can
browse it and discover the list of finance courses available.
Course: A key component of the formal learning catalog is a course. A course outlines what you want the
user to learn or achieve. For example, a “Health and Safety” course tells you WHAT you will learn, but does
not tell you HOW you will learn it.
Offerings: An offering tells a user HOW they will learn. And a course can contain multiple offerings. The
idea is that each of the offerings are equivalent to each other. For example, there could be a “Health and
Safety” course conducted in New York during the month of July, there could be another offering in Chicago
during the month of August, another offering available online in English and yet another online offering in
French. The user could take any one of the offerings to complete the “Health and Safety” course. In some
cases, there will be only one offering for a course.
Activities: An offering can contain multiple activities. Each activity can be specified as either Self-Paced (for
example, a Video, a SCORM class, a PDF document, and so on) or it can be Instructor Led (for example, an
In-Person or Virtual course). The above illustration shows an example of items utilized for a Self-Paced
offering.

Activities
Course
Health & Safety
Offering Offering Offering

Health & Safety
Health & Safety Health & Safety
Blended Learning in NY,
e-learning in English ILT in ATL, Apr 2018
March 2018
Activity Activity
Activity
ILT session 2. Mar ILT session 10. Apr
SCORM Content
8:00am – 4:00pm 8:00am – 4:00pm
Content Activity
Activity ILT session 11. Apr
SCORM Video Content 8:00am – 4:00pm
Self-paced activity: WHAT ILT activity: Description of

you have to do to WHERE, HOW, and WHEN
complete the offering. you will learn.
A course describes what the user will learn such as “Health and Safety”. The course may contain a
description of the course, it may mention what will be achieved after the completion of the course (that is, a
certificate or a fulfilled competency). The course may also have a prerequisite that should be completed
before taking the “Health and Safety” course.
After the learner determines that they want to take the “Health and Safety” course, they are then presented
with offerings that they can sign up for. For example, there may be an eLearning offering and Instructor Led
Training sessions offered in multiple locations. It is important to note that although it is possible to sign up
for a Course, the most common use case is to sign up for the Offering.
The learner only needs to complete one offering to obtain completion of the course “Health and Safety” and
therefore, receive the associated credit (that is, a certificate or competency).
Each offering is backed by at least one activity, but can also have multiple activities.
Example:
• An eLearning offering could have an activity of SCORM content to be viewed.
• A Blended offering could have blended activities where the user attends a session followed by
viewing a video.
• An ILT offering could also have activities that consist of multiple In-Person sessions.

Specializations
Video Tutorial Learning Community Course Specialization
Sectio Video, Tutorial, Course,

Offering Sections
n Specialization Reference to
non-OLC object
External Web
Video
Video
Text Image
Link Activity Courses
Hosted
Content
Content
Object
Reference to
OLC object

OLC
managed
object
A specialization can be a learning path or learning plan to achieve a larger learning objective greater than
just one course can accomplish. A specialization may contain a whole course or just certain individual
offerings of a course. A specialization can contain multiple sections. Sections can contain multiple courses.
The idea is to reuse courses that already exist and combine them together to provide the learner with a path
to achieve a larger objective. For example, a Specialist could create a specialization “Mastering HCM
Cloud”. This specialization could contain courses such as “Core HR”, “Workforce Management”, and
“Benefit Administration”. Therefore, the specialization is providing a path by which the user can master HCM
Cloud by reusing courses that already exist.
Sections can contain completion rules such as: Voluntary; Mandatory; “X out of Y”. A specialization is
completed when all sections are completed.
A Specialization can also have various completion requirements which will be discussed in more detail later
in this course.

Specialization Example
Specialization: Employee Welfare
Course
Health & Safety + Course
Firefighting + Course
Ergonomics
Offering
Offering Offering
Health & Safety
Health & Safety Health & Safety
Blended; ILT in NY,
e-learning ILT in ATL, Apr
March
A specialization can be set up to achieve knowledge about Employee Welfare and can be assigned to
specific users.
• The specialization can consist of several reusable items to obtain the larger goal of Employee
Welfare (e.g. a course on Health and Safety, a course on Firefighting, and a course on Ergonomics).
• The course is telling the learner WHAT they need to learn to achieve the specialization of Employee
Welfare.
• Each course contains Offerings that tell the learner HOW they will learn the information and the
learner can choose which Offering they prefer to take (for example, the Health and Safety instructor-
led session in Atlanta).

Use Cases
Help the organization provide the following learning items:

• “Customer Care” training in English as eLearning
• One ILT “Tech training”
• “Sales Training” as ILT in different cities and different languages
• “Onboarding” in English as eLearning or ILT
• “Onboarding” as blended learning (eLearning and ILT)
• Two non-related trainings in “Safety” and “Customer Care” as eLearning
• “Sales Training 1” as eLearning, “Sales Training 2” as ILT, and “Sales Training 3” as ILT.
All three should be taken together
Given what you have learned in this lesson, how could an organization design the following learning items?
• Self Service Catalog: Video; Formal Learning Catalog: Course / Offering / Activity / Self-Paced
• Formal Learning Catalog: Course / Offering / Activity / Instructor-Led
• Formal Learning Catalog: Course / Offering / Activity / Instructor-Led
• Formal Learning Catalog: Course / Offering / Activity / Instructor-Led and Self-Paced
• Formal Learning Catalog: Course / Offering / Activity / Instructor-Led and Self-Paced
• Self Service Catalog: Video (two separate videos); Formal Learning Catalog: Course / Offering /
Activity / Self-Paced (two separate courses)
• Formal Learning Catalog: Specialization / Sections / Courses / Offerings

Summary
• Define the Self Service catalog in detail

• Define Formal Learning catalog in detail
• Explain the Courses, Offerings, and Activities relationship

6
Catalog Resources: Self-Paced
Copyright © 2020, Oracle and/or its affiliates. .

Learning Objectives
• Explain Catalog Resource Categories

• Define Self-Paced Catalog Resources
• List Completion Rules
• Examine SkillSoft Integration Steps

Formal Learning Catalog Structure: Review

Offering Sections
non-OLC object
External Web
Video
Video
Text Image
Hosted
Content
Content
Object
Reference to
OLC object

OLC
managed
object
As noted previously, courses contain offerings and offerings contain activities which contain some type of
content or learning event. This lesson will also focus on how to create, manage, and consume eLearning
(electronic learning) content which requires a computer or device to deliver part or all of the training.

Catalog Resources Introduction
Self-Paced Resources
Content
(eLearning, videos, etc.)
Instructor-Led Resources
Instructors
Classrooms
Training Suppliers
As noted, Catalog Resources need to be uploaded before any formal course can be created. Catalog
Resources consist of Content, Instructors, Classrooms and Training Suppliers. All content must be added to
the Catalog Resources page before it can be available in any activity. These Catalog Resources can be
divided into two categories:
• Self-paced catalog resources: Items associated with electronic learning (eLearning) or online
content.
• Instructor-Led training catalog resources: Items associated with learning that is delivered by a
live instructor and which takes place in either a physical or virtual classroom.

Self-Paced Catalog Resources
AICC eLearning
SCORM eLearning
PDF Documents
Assessment Tests
Videos and Web Links
Self-paced content can come in the form of AICC or SCORM eLearning, PDF documents, Assessment
Tests which are questionnaires that students answer either before or after a course, or Video and Web
links. This content is reusable and can be used in multiple courses. Therefore, if a user completes a
learning item in one place, they will also get credit for the same item in another place. Administrators can
upload new versions of SCORM or AICC content and inactivate old versions, or they can create or import
now content.
Note: Administrators can now replace previously uploaded SCORM content in the catalog, even if that
content is already associated with an offering activity. You cannot use this functionality to make structure-
related changes. The replacement content must have the same internal structure of the SCORM content
you replace. For example, you can replace one chapter with another chapter. If the internal structures are
not the same, the replacement content could have adverse effects on downstream assignments.

Adding Self-Paced Catalog Resources
Catalog resources such as SCORM, AICC, PDF, web links, and assessments are self-paced learning items
that are delivered to learners through offering activities. The content is added to the content server from the
Catalog Resources page.
The first category is Online Content which consists of either SCORM or AICC learning content.
• SCORM (Shareable Content Object Reference Model): A specification developed by the Advanced
Distributed Learning group to enable sharing of online content across learning platforms. You can
import content that is SCORM 1.2 or SCORM 2004 (Edition 2 and Edition 3) compliant. The content
is in the XML format and packaged into a single .zip file format. Ensure that the manifest file is not in
another folder (as it should be at the root level). During import, the application creates the content
structure by reading the XML files that confirm either to the SCORM 1.2 or SCORM 2004 Edition.
• AICC (Aviation Industry Computer-Based Training Committee): The AICC are a group of technology-
based training professionals developed guidelines for computer-based training for the aviation
industry. These guidelines are now commonly utilized by other industries to manage their learning
requirements. The application supports importing learning content that conforms to the AICC
specifications. AICC is a similar format to SCORM (as the content is in the CRS format and
packaged into a single .zip file format). Ensure that the CRS file is not in another folder (as it should
be at the root level). During import, the application creates the content structure by reading the CRS
files that conform to the AICC Level 1 Version 2.2 or 4.0 standards.
• Video: Video h.264 with AAC format are supported.
• Web Link: Is a URL (Uniform Resource Locator) to another location on the Internet and is
supported.

• PDF (Portable Document Format): This file type is supported.
• Assessment: Assessments are tests that you add to an offering to test learner’s understanding of
course material. Assessment content is created by selecting a questionnaire created in the
questionnaire module and then adding specific Cloud Learning configurations to the questionnaire to
form an assessment.

Completion Rules for Self-Paced Resources
Content Type Completion Rule

SCORM Completion is set by the content (after the content is considered complete by the
content the information is sent to the system that the learner has finished it).
AICC Completion is set by the content (after the content is considered complete by the
content the information is sent to the system that the learner has finished it).
Video Completion is set after the document has been opened.
Web Link Completion is set after the link has been visited the first time (because the system
does not receive information back from the visited site).
PDF Completion is set after the document has been opened.
Assessment Completion is set based on the course outcome requirements.
Note: With permission, completion dates can be set in the past.

Skillsoft Integration Steps
Pre-requisite: Setup an account with Skillsoft

1. Enable and Configure Skillsoft In Setup>External Provider
2. Grant appropriate users the Manage External eLearning Content security privilege.
3. Synchronize Oracle Learning Cloud with the Skillsoft library
4. Select the course to be imported from Skillsoft
5. Run the Load and Synchronize Skillsoft Course Data job
6. Import Skillsoft Content from the Oracle Cloud Learning system
Integrating Skillsoft content will streamline the learning item creation process and allow access to rich and
diverse eLearning content. Following are steps for integrating and configuring with Skillsoft.
Before you begin, you need to have an account with Skillsoft before you can enable this feature. Skillsoft
should provide you with the following
information:
• Skillsoft URL
• Company ID
• Shared Key
This information is required to enable the integration with Learning Cloud.
Note: In Step 2, the appropriate users must have the Manage External eLearning Content security privilege
before they can see the see the
Import Skillsoft Courses option in the Add Content drop-down list on the Catalog Resources page

Configure Skillsoft
After clicking Configure for the Skillsoft row, the administrator will need to select the Enabled checkbox and
provide:
• Skillsoft URL
• Company ID
• Shared Key
• User Group Id.

Load and Synchronize Skillsoft Course Data
To ensure Skillsoft data is up to date within the system, the administrator must periodically
run the Load and Synchronize Skillsoft Content job from the Scheduled Processes
work area.
The Import Skillsoft Learning Content job is run after courses have been imported in order to create the
courses, offerings, activities, and content within the Learning system. This job does not need to be
scheduled as it will run automatically when the Import or Import All button has been selected from the Import
Skillsoft Content page.

Import Skillsoft Content to Catalog Resources
Administrators can initiate a bulk or single

import to integrate Skillsoft content to Learning.
Select Import Skillsoft Content from Setup >
Catalog Resources.
Administrators can do a bulk import or a single import of Skillsoft content. Bulk import is useful on the initial
implementation where as the simple import is useful for ongoing content maintenance. The
administrator can also search and select specific Skillsoft courses and import them.
To import Skillsoft content, go to Manage Catalog Resources>Add Content>Import Skillsoft Content. Note:
This option will only appear if Skillsoft is enabled and configured as an External Provider in Setup.
Once the import is done courses, offerings, and activities are available in Oracle Learning Cloud. Multiple
offerings can be created under a course based on the Skillsoft course number naming standards. If a
Skillsoft course exists in multiple languages, the import will create one course and many offerings based on
the number of content languages.

Select Skillsoft Courses for Import
Utilizing tools provided by Skillsoft,

select the courses to be imported
into Oracle Learning Cloud

Skillsoft Integration Queue Area
Queue area in Oracle Learning Cloud

• Scheduled Processes will
automatically add all the organization’s
Skillsoft courses to the Oracle
Learning Cloud Queue Area
• The Learning administrator will then
decide which items to import into the
Oracle Learning Cloud catalog
Automatic Process for Skillsoft

When you import Skillsoft content on the Catalog Resources page, the Import Skillsoft Learning Content job
runs automatically. You cannot schedule this job or run it on demand. This job creates content, courses,
offerings, and activities for the imported content.
This job might create multiple offerings for a course based on the Skillsoft course number naming
standards. Skillsoft courses are similar to Oracle Learning Cloud offerings. If a Skillsoft course exists in
multiple languages, the import process creates one course, with multiple course translation records, and
many offerings for each Skillsoft language item identified.

Skillsoft Integration Import
Import from the queue area will:

• Create Content Items
• Create Course (if it doesn’t exist)
• Create Offering
• Create Activity
• Associate Content Item and Activity
Note: Ensure that the Import Skillsoft Courses job is not running at the same time as the Load and
Synchronize Skillsoft Content job. Also, only run one instance of the Import Skillsoft Courses job at a time.
For example, when you select Import All, this job begins to run. If you then import other items, other
instances of this job will also run. Wait for the first job to complete before importing other Skillsoft content.

View Content Import Errors
Administrators can view errors during the

import of SCORM content, HACP
courses, videos, and PDF documents.
Viewing errors during import allows the administrator to troubleshoot import issues. When the user selects
the Processing Failed active link in the search results table a popup will display information about the error.

Support Deletion of Content Items
Delete SCORM content, videos, PDF

documents, and web pages used in self-
paced learning

Summary
• Explain Catalog Resource Categories

• Define Self-Paced Catalog Resources
• List Completion Rules
• Examine SkillSoft Integration Steps

Practice
• 6-1: Importing Content into Catalog Resources
Reference My Oracle Support Document

• Fusion Learning Management: How to Request Enablement of Rich Media in Oracle Learning Cloud
(Doc ID: 2158152.1)
• https://support.oracle.com/epmos/faces/SearchDocDisplay?_adf.ctrl-
state=g6wdfc5wb_14&_afrLoop=525802657358241
have access to some of the additional resources provided.

7
Setting up Courses, Offerings and Activities in the

Learning Catalog

Learning Objectives
• Define Courses, Offerings, and Activities

• Create a Course
• Create an Offering
• Create an Activity


Offering Sections
non-OLC object
External Web
Video
Video
Text Image
Hosted
Content
Content
Object
Reference to
OLC object

OLC
managed
object
As noted previously, courses contain offerings and offerings contain activities which contain some type of
content or learning event. This lesson will get you started in setting up the Learning Catalog by setting up a
course, offering and activity.

Learning Lingo: Course, Offering and Activity
Course: Learning item that contains the generic information that describes what you
are going to learn (i.e. Title, Description, and Duration).
Offering: An offering contains the details for how, when, and where the course
requirements are delivered. A course must have at least one offering but can have many
from which to choose. Each of these offerings may have different activities associated
with them and a learner only needs to complete one offering to get credit for the course.
Activity: An activity describes what the learner must do to consume content for the
course. Each offering must contain at least one activity. Learners get credit for a
course by completing all of an offering’s required activities.
Course: A course is a learning item that contains the generic information that describes what you are going
to learn (i.e. Title, Overview, Description, and Duration).
Offering: An offering contains the details for how, when, and where the course requirements are delivered
or “offered”. A course must have at least one offering but can have many from which to choose. Each of
these offerings may have different activities associated with them and a learner only needs to complete one
offering to get credit for the course. For example, an offering could be the same course but offered in two
time zones on two different dates.
Activity: An activity describes what the learner must do to consume content for the course. Each offering
must contain at least one activity. Learners get credit for a course by completing all of an offering’s required
activities for example an instructor led session and a self-paced eLearning as well as a final assessment.

Setting up the Learning Catalog
Once the desired self-paced Catalog Resources are in place (ILT resources are covered in another lesson),
Administrators can begin setting up the Learning Catalog.
The Learning Catalog page allows easy access to all the tools needed to set up Learning Catalog learning
items including Offerings, Courses, Specializations, Communities and Self-Service Items.

Courses
A course is an entity in the Learning Catalog that contains general information about what you are going to
learn. A course has offerings, which are instances of the course that contain information about how you will
consume the information.
For example, a course called “First Aid” may have an instructor-led training offering in San Francisco,
another instructor-led training offering in Montreal, and a self-paced online offering. Learners can decide
which offering of the course they want to take.
Courses contain information that is common to all of the offerings which saves you from having to re-enter
the same information for each instance of the course. Courses can be created during implementation (by
way of HDL or the user interface) and on an on-going basis.

Offerings and Activities
An offering is a specific instance of a course. Offerings contain activities which show details of how and
when the course can be completed.
Learners complete and get credit for a course by completing an offering’s activities. While a course contains
the generic information that describes what you are going to, an offering contains the details that describe
how, when, and where the course requirements are delivered. Learners can decide which offering of the
course they want to take. Each of these offerings may have different activities associated with them.
Learners must complete all activities associated with the offering they select to get credit for completing the
course.

Create Offerings and Activities
Creating an offering involves entering general information including designating items such as instructors
and dates if needed.
Once the offering is completed, then the learning item is ready for the activities which is what learners need
to complete to get credit for the course. You must define at least one activity for learners to engage with the
offering.
Depending on the type of offering you create you will select an 1)instructor-led training, 2) self-paced
activity, or 3) both for a blended activity. Here is an example of creating a Self-Paced offering along with the
completed view.
Note: As an administrator, you can now add a Coordinator Offering field to the Offering details page. You
can use the Coordinator Offering field in the following scenarios:
• You can assign an owner to a specific offering. For example, if you have a large department of
Learning Administrators, you can create ownerships for specific offerings so Learning Administrators
know which offerings they own and they do not update offerings assigned to other Learning
Administrators.
• You can provide one coordinator value to a Learner in scenarios where a Learner has an offering
with multiple activities that have different instructors assigned.

Summary
• Define Courses, Offerings, and Activities

• Create a Course
• Create an Offering
• Create an Activity

Practices
• 7-1: Creating a Course

• 7-2: Creating an Offering
• 7-3: Creating an Activity
• 7-4: Experiencing an Offering

8
Creating Instructor-Led Resources and Training

Learning Objectives
• Define Instructor-Led training

• Define Training Suppliers, Instructors, and Classrooms
• Create an Instructor-Led Training Offering


Offering Sections
non-OLC object
External Web
Video
Video
Text Image
Hosted
Content
Content
Object
Reference to
OLC object

OLC
managed
object
This lesson will focus on how to create, manage, and consume Instructor-Led Training (ILT). Instructor-led
training (ILT) is traditional classroom training when offered offline. This lesson will focus on the course,
offering, activity, and content areas of the Formal Learning Catalog.

Instructor-Led Training
• Managed by Learning Specialist

• Onsite (classroom training)
• Offered as recommendation or mandatory training
• Fixed capacity – minimum / maximum number of seats
• Learning Specialist manages sign-ups and completion; learner can also self-complete
• Can include evaluation
• Learners can sign themselves up for an ILT item
Instructor-Led Training (ILT) contains only instructor-led activities. ILT activities are discrete live on-site
events led by one or more instructors for a specific period of time.

Instructors
Instructors are users within the system that you designate as the persons responsible for teaching
instructor-led training and virtual instructor-led training activities. When you designate people as instructors,
you add them as catalog resources that can be associated with training activities.

Classrooms
A classroom is a physical location in which an instructor delivers training to a group of learners. A classroom
can be associated with instructor-led training or a virtual instructor-led training activity. You can create and
define the properties of a classroom resource in the catalog so that it can be used by you or other
administrators to create training activities.

Training Suppliers
A training supplier is an external company that you contract with for training needs. You set up training
suppliers as catalog resources so that you can associate them with instructors and classrooms. Associating
training suppliers to instructors and classrooms helps you to narrow search results when looking for
instructors or classrooms that are affiliated with particular training suppliers.

Create an Instructor-Led Training Offering
After selecting the course, administrators can click the Offerings infotile and then choose to create an
Instructor-Led Offering.

Bulk Create Offering Activities
Administrators can utilize instructor-led

offerings to support multiple activities
using a daily, weekly, or monthly cadence.
This functionality helps streamline the
activity creation process.

Demonstrations
• 8-1: Creating an Instructor

Summary
• Define Instructor-Led training

• Define Training Suppliers, Instructors, and Classrooms
• Create an Instructor-Led Training Offering

Practices
• 8-1: Creating a Classroom

• 8-2: Creating a Training Supplier
• 8-3: Managing an ILT Offering

9
Virtual Instructor-Led Training

Learning Objectives
• WebEx virtual classroom integration

• Assign an Instructor to configured WebEx account
• Define Virtual Instructor-Led Training
• Create a virtual instructor-led activity
• Define Blended Learning


Offering Sections
non-OLC object
External Web
Video
Video
Text Image
Hosted
Content
Content
Object
Reference to
OLC object

OLC
managed
object
This lesson will focus on how to create a Virtual Instructor-Led Training (VILT). Instructor-Led Training is
Virtual Instructor-Led Training when offered online. This lesson will focus on the course, offering, activity,
and content areas of the Formal Learning Catalog.

WebEx Virtual Classroom Integration
In order to create a Virtual Instructor-Led Training you first need to configure the WebEx integration
discussed in the Learning Setup Tasks lesson. Once configured, administrators can streamline the WebEx
Meeting Center and WebEx Training Center meeting creation and update process by integrating the system
to WebEx. Meetings in WebEx are automatically created or updated from Oracle Learning Cloud for the
Instructor (meeting host) and Learner (attendee) when virtual classroom activities are managed by the
administrator.

Assign an Instructor to the Configured WebEx Account
Before creating a Virtual Instructor-Led Training offering you first need to assign an instructor to the
configured WebEx account. To do this you have to perform the following steps from the Catalog Resources
page:
1. Create an Instructor (using the steps in the previous lesson for Instructor-Led Training).
2. Assign the instructor to the configured WebEx account.
3. Confirm the connection by clicking Validate.

Demonstration
• 9-1: Assigning an Instructor to the Configured WebEx Account

Virtual Instructor-Led Training
When an Instructor-Led Training is offered online it is then referred to as a Virtual Instructor-Led Training
or web cast.
Therefore, you will initially start by creating an Instructor-Led Training offering that will be changed to a
Virtual Instructor-Led Training during the creation of the activity in the Delivery details section. Activities for
this learning type are discrete live online and are led by one or more instructors for a specific period of time.

Virtual Classroom
You are then prompted to select your virtual classroom utilizing the configuration information mentioned in
the Learning Setup Tasks lesson.

Blended Offering
An offering consisting of both self-paced and instructor-led activities is

called a Blended Offering.
A course with offerings consisting of both self-paced and instructor-led activities is then called a blended
learning offering.
Therefore, you would create a blended offering in a similar manner to both a Instructor-Led Offering and a
Self-Paced Offering discussed in the eLearning and Instructor-Led Training lessons.

Summary
• WebEx virtual classroom integration

• Assign an Instructor to configured WebEx account
• Define Virtual Instructor-Led Training
• Create a virtual instructor-led activity
• Define Blended Learning

Practices
• 9-1: Creating a Virtual ILT Offering

• 9-2: Creating a Blended Learning Offering

10
Requests and Assignments

Learning Objectives
• Define Learning Requests

• Approve Requests
• View Learning Request Examples
• Discuss Learning Request Workflows
• Compare Learning Assignment Types
• Define Learning Assignment Parameters
• Discuss the Learning Assignment Process

Learning Assignments: Review
Courses, Offerings, and Activities


Offering Sections
non-OLC object
External Web
Video
Video
Text Image
Hosted
Content
Content
Object
Reference to
OLC object

OLC
managed
object
The content of this lesson will involve working with the course, offering, and specialization areas of the
formal learning catalog.

Learning Request
* Request Learning only displays on

course offerings where the Access has
been set to Requested (approval needed)
not Active (no approval needed) OR if
learning item defaults are set to
Requested across all learners (in Setup).
Learning Request is the functionality used by learners and managers to request learners being signed up for
existing training or to request new training. You can submit a request for offerings, courses, or
specializations.
• As a learner, you can request a learning item in the learning catalog by going to the Learning Item
Details page and select Request Learning. When a request is approved and set to Active, you will
see the Start Learning button on the learning item.
• If you search for a learning item and do not find any results, from the Learning page in the Actions
menu you can use the Request Noncatalog Learning to request the item.
• Managers can request learning for their team members and learning items may be considered as an
approved request by default. However, the administrator must set it to Active for the learner to start
learning.
Note: The Learning Request feature is only displayed on course offerings where the Access has been set to
Requested (approval needed) not Active (no approval needed) OR if learning item defaults are set to
Requested across all learners (Setup). These settings are available in the Learning Item (Offering, Course
or Specialization)>Learners>Access>Manage Default Access. To set all learning items to Requested
default, administrators go to Setup>Learning Item Default Attributes tab>Created by learner>Requested –
Show Learning Request Form
More information on Access Rules is provided in another lesson. The Oracle Talent Management Using
Learning guide has more information on this area.

Request Examples
Catalog Request Noncatalog Request Future Request

Learner requests to sign Learner searches for Learner requests a
up for “Sales Training Chinese language training specialization as part of a
2020” in the Learning but finds no results. one-year future
Catalog. The Manager Learner requests development training plan.
approves and the learner “Noncatalog Learning”. Manager approves and
is assigned. The Learning learner is assigned.
Administrator creates
“Business Chinese Level
1” training and assigns to
the learner

Learning Request Process
1. Learner or manager requests training

2. Request is approved
3. Request is activated (can be automatic)
4. Learner is signed up (automatic)
The four steps of the learning request process are:

1. Learner or manager searches the Learning Catalog, makes a selection that needs approval (Access
rules are set to Request) and clicks the Request Learning button.
2. Request is approved (approval can be bypassed based on approval rules configured in the
Learning Item Default Attributes section of the Setup page. ) Managers receive approval
messages in the Notifications area and can approve requests from there.
3. Request is activated (this step can be automated by access rules).
4. Learner is signed up (automatically happens after step 3).

Four-Step Request Workflow Chart
Request → Approval → Activation → Assignment

Learner asks for non- Request Routed through Request is manually Learner is assigned
catalog item approvals OR request activated and paired to
bypasses approvals existing Course
Learner asks to be Request bypasses Request is auto activated Learner is assigned

signed up directly to a approvals
catalog item
Learner asks to be Request is routed through Request is auto activated Learner is assigned
signed up directly to a approvals
catalog item
The learning request workflow shows the four steps of a request; however, depending on the request
configuration on the Setup page under Learning Item Default Attributes and the configuration of the
Approval Rules (both discussed in the Access Control, Access Groups, and Approvals lesson) the
system may perform these steps differently.

Learning Assignment Types
Assignment Type Automatic Enrollment Completion

Voluntary Yes Completion of learning isn’t mandatory. Learners can
view the learning item in their Voluntary Learning
section and choose to complete it.
Required Yes Completion of learning is a must. Learners can view

who proposed the learning item and the due date of
completion in the Required Learning section. The
learner assignment status changes to Overdue if a
learner doesn’t complete the learning by the due date.
Recommended No Learners can view who recommended the learning

item and choose to enroll in it. As the person creating
the learner assignments, you are listed by default as
the recommending authority.
You can assign learners to a learning item and specify whether the assignment is required or
recommended.
• A learning assignment is created by inducting a learner to an offering, course, or specialization in
Learning Cloud. A learning assignment will make the training visible on the learner’s “Learning”
page.
• Learning assignment types can either be Required (due before a certain date), Voluntary (where
the learner reserves a seat and it is up to them when they want to finish), or a Recommendation
(which does not take up a seat). Only Required and Voluntary assignments reserve a seat.
• Learning assignments are assigned to a group of learners
- Learners can create assignments for themselves (if allowed by the administrator)
- Learners can be identified by name, department, location, organization, and so on
- Learning Specialists can point to a report for analysis, which can return a group of learners
- Learning Specialists can create an analysis within OTBI
• Learning assignments are created by the Learning Specialist
Note: You can assign non-catalog items as voluntary or required, but not as recommendations.

Learning Assignment Parameters
Recommendation
• In addition to selecting which assignments to assign, Learning Specialists can also determine who
should be marked as “Assign As” (or assigned by). They can select themselves or they can select
another predefined entity that should be at the center of the assignment.
Voluntary
• For voluntary assignments, the Learning Specialist can select who the assignment is assigned by
(Assign As) as well as determine when the “Start Date” will be. They can also set up assignments to
be given to learners in the future and determine the start date of the assignment ahead of time.
Require
• Assignments that are “Required” have the same parameters as voluntary assignments with the
addition of setting a “Due Date” and some additional Advanced Assignment Rules (for example,
when does the learner need to retake the training, how often do they need to retake the training, if it
expires at some point, and so on). More details will be provided on this in the lesson titled “Define
Learning Initiatives and Advanced Assignment Rules”.

Learning Assignment Process
Required Add general info Define validity,

Define learner
(name, dates expiration, and
group
etc.) renewal
Select offering or Assign new
specialization learners
Add general info
Define learner
(name, dates
Recommend group
etc.)
Voluntary
Assignment Process Steps

1. Select the offering that you want to assign learners to.
2. Determine if the assignment is Required, Recommended, or Voluntary and add the general
information (such as names, dates, and so on).
3. Determine the learner group that should be part of the assignment.
4. If it is a required assignment then define the advanced assignment rules (covered in the next
lesson).
5. Then the next step for the assignment for all three types (Required, Recommended, or Voluntary) is
to assign it to new learners.

Edit Assignments
A Learning Specialist
can view and add
offering assignments
when editing an
assignment at the
course level
This allows the Learning Specialist to quickly sign a learner up for an offering if they were not already signed
up as part of the course assignment.

Default Learning Assignment Attributes
Streamline the
assignment creation
process by using
configurable default
assignment details
The administrator can configure the Default Assignment Rules from within the course.
• For the Initial Assignment Status field: Select either Active or Request Approved.
• For the Validity Period Options field: Select either After Due Date or After Completion.
• For the Expiration field: Select Expires on Date, Expires in Years, Never Expires, or Expires in
Days.
Note: The system allows setting the completion and assign on date in the past and future on a course
assignment with some parameters:
1. EffectiveStartDate should be before or equal to LearningRecordStartDate
2. Completion Date can be any date before or equal to LearningRecordStartDate
3. Allow LearningRecordCompletionDate (CompletionDate) to be any past date up to Current Date. No
future date is allowed.
4. Allow LearningRecordStartDate of an Assignment to be in future only if the assignment is not
complete.
5. Allow Completion on Assignment only if LearningRecordStartDate is not future date. Completion of
Future dated assignments is not allowed. Which means if LearningRecordStartDate is after today's
date, assignment cannot be set to completed status.

Use Case Scenario: Assign Learning Items
2nd Assignment, when an Active assignment exists for the same Learning Item
Current Assignment New Assignment Result
Type Type
Recommended Voluntary or Required Second assignment (Voluntary or Required) is created
Voluntary or Required Recommended Second assignment (Recommended) is created
Recommended Recommended Multiple Recommended assignments are allowed. Second

recommended assignment is created.
Voluntary Required Required has higher priority over Voluntary. Voluntary

assignment is withdrawn and Required assignment is created.
Required Voluntary Required has higher priority over Voluntary. Voluntary

assignment is rejected.
Required Required A learner can have only one required assignment at a time.
Second assignment is rejected.
Voluntary Voluntary A learner can have only one voluntary assignment at a time.
The second assignment is rejected.
• If you create an assignment for a learner who is already assigned to the same learning item, there
may be a data conflict. These examples illustrate some potential conflicts and the resolutions.
• The learning assignment can be changed from required learning to voluntary learning (or vice versa).
This allows the administrator to perform corrective action instead of withdrawing the assignment and
creating a new one.
• A required assignment has higher priority over a voluntary assignment and as such a learner
receiving a required learning assignment will replace a voluntary assignment (if one exists).
Additionally, course and offering assignments follow the course and offering relationship. Thus, a
course assignment will always exist when a learner is assigned an offering. For every course
assignment, a learner may have one or more related offering assignments, but only one can be
active or completed at any given moment.

Summary
• Define Learning Requests

• Approve Requests
• View Learning Request Examples
• Discuss Learning Request Workflows
• Compare Learning Assignment Types
• Define Learning Assignment Parameters
• Discuss the Learning Assignment Process

Practices
• 10-1: Requesting a Noncatalog Learning Item

• 10-2: Requiring an Offering from a Specific Set of Learners

11
Approvals, Waitlists, and Managing Learners

Learning Objectives
• Define Learning Approvals

• Explain Approvals Setup Feature
• Describe the Summary Metrics Configuration
• Discuss the Hierarchy Search UI
• Define Waitlists
• Discuss Managing Learners

Learning Approvals
Use approvals to require signoff by other people (such as a manager or HR representative) before learners
begin using certain learning items. For example, you may want learners to obtain manager approval before
taking certain courses.
Oracle Learning Cloud has four Human Capital Management approval transactions:
• Learning Assignment Completion: Utilize this transaction to require actions taken following
completion of an assignment.
• Learning Assignment Withdraw: Use this transaction to require approvals before learners can
withdraw from a course, offering, and specialization assignment.
• Learning Item Contribution: Use this transaction to require approvals when a learner contributes
self service learning items to the catalog (such as videos or tutorials). This enables you to approve
items before they become available to other learners in the catalog.
• Learning Request: Use this transaction in conjunction with the Access Control feature to require
approvals before learners can begin using requested learning items.

Defining Learning Approval Policies
1. Define workflow conditions- rules that must be met before an approval routing path is
selected.
2. Define approval routing path - list of people who approve or deny the request.
Example:
Condition - Configure a rule that examines the monetary value entered in a course
request form and routes the approval to different persons based on the currency or price
.
Approval path - A manager approves the request, then the request moves 2 levels up in
the management hierarchy, then an HR manager or a specific user higher up in the
business hierarchy gives final approval.
When you create approval policies for these transactions, you first define the workflow conditions which are
the rules that must be met before an approval routing path is selected. You then define the approval routing
path which is the list of people who approve or deny the request. You can define one person or several
people. For example, a manager approves a request, then it moves two levels up in the management
hierarchy, and then to an HR manager, or a specific user higher up in your business hierarchy.
You can also create more than one rule for a transaction. The approval routing path taken depends on the
rule conditions that are met. For example, you can configure a rule that examines the monetary value
entered in a course request form, and routes the approval to different people based on the currency or price.
If a learner requests approval for a course that is less than $500, the approval follows the rules defined for a
simple workflow, which may just require approval from the learner’s manager. If the course is greater than
$500, the approval follows the rules for a different workflow, which may involve obtaining signoff from
multiple people (including the learner’s manager, and HR representative, and a director).
You can define approval policies using the task Manage Approval Transactions for Human Capital
Management and Manage Task Configurations for Human Capital Management.
More information on Approval is included in the Global Human Resources>Implementing Workforce
Compensation guide.
have access to some of the additional resources provided.

Learner Defaults
The Manage Learner Defaults area allows Learning Implementers to define the
workforce hierarchy to be exposed to Learning Administrators
With the Manage Learner Defaults setup area learning administrator:

• Can enable Department or Organization hierarchies
• Can configure learner selection using Workforce Structure Hierarchy

Approvals Setup Feature
Configure the approval process when self service users attempt to withdraw
from a course, offering, or specialization
Additional Approval Configurations

Disable Self Service Learning Request Form
• Option to disable the learning request form when approvals are required without the additional
request data.
Request Approvals with Self Service Price
• Use self service price or self service price currency in learning request approval rules. This provides
the ability to route approvals to different approvers based on currency or price.

Learner Metrics
Learning Administrators can configure the summary metrics to be displayed for

learning assignment record search results in the administration work area
From the Manage Learner Defaults page, the Summary Metrics section can be found at the bottom of the
page.

Hierarchy Search UI
Administrator can select learners by selecting an organization or department

hierarchy
• Include top or only children

• When specified, Levels limit how far deep in the selected organization / department to search

Organization Tree

Demonstration
• 11-1: Managing Approval Transactions

• 11-2: Configuring Approval Rules

Manage Learners as an Administrator
Administrators have the ability to:

• Utilize waitlists to manage specific types of offerings
• Change the learners’ assignment status
• Utilize the mass action functionality to manage learners
• Search with additional mechanisms to find learners
• View learners’ attempts to complete learning items

Waitlists
Use waitlists to enable learners to self-register for, or managers to assign learners to offerings that are
already at maximum capacity. You can use waitlists for any type of offering (instructor-led, self-paced, and
blended) in which space is limited. For example, instructor-led offerings may have limitations on seats in a
physical classroom. Self-paced offerings may have limited licenses available.
When an offering reaches maximum capacity, any newly registered or assigned learners are added to the
waitlist on a First In First Out basis. When space becomes available (either because maximum capacity is
raised or learners are removed from the offering) the learners at the top of the waitlist are added to the
offering until maximum capacity is again reached.
Capacity rules apply only on offerings. Administrators can define default values for the capacity settings on
the Default Offering Attributes tab for the parent courses. The default offering settings apply to all offerings
within a course, but can also be overridden per offering (if needed).
Enabling a Waitlist for an Offering
To enable a waitlist for any offering, select the Capacity Rules checkbox on the create or edit offering
pages and enter the maximum number of people who can be enrolled in the offering in the Maximum
Capacity field. Use the Waitlist Rules checkbox to control how learners and managers interact with
offerings at the self service level:
• Select the Waitlist Rules checkbox if you want to allow learners to join the waitlist or request to join
if the offering is at maximum capacity. If the offering requires approval, the current capacity is verified
after the approval is obtained to determine if the learner is assigned or added to the waitlist.
Managers can assign the offering to learners until it has reached maximum capacity and any
additional learners are added to the waitlist.
• Clear the Waitlist Rules checkbox to prevent learners from joining or requesting to join the offering if
the offering has reached maximum capacity. Managers can only assign the offering to their teams if
there is a sufficient number of seats for all intended assignment recipients.

Modifying Capacity and Waitlist Rules
You can change the capacity settings for an offering at any time. When you do, the waitlisted and active
assignments update to adhere to the new settings.
• If you clear the Capacity Rules checkbox to disable capacity rules, all waitlisted learners are added
to the offering.
• If you increase the maximum capacity setting, waitlisted learners are added to the offering based on
their position on the waitlist, until the new maximum capacity is reached.
• If you decrease the maximum capacity, the offering enters an overbooked state. You can manually
withdraw learners, or move some assigned learners to the waitlist to resolve the overbooked state.
- Note: You can leave an offering in an overbooked state if you know that you will eventually
withdraw or move active learners to the waitlist. This keeps the offering at maximum capacity
and prevents other learners from joining, or the waitlist from automatically filling empty seats.
Overriding the Capacity Rules at the Assignment Level
As an administrator, you can override capacity settings while creating offering assignments. In the
Advanced Rules section, select the Increase maximum capacity and bypass waitlist checkbox. This
increases the offering’s maximum capacity to fit all of the intended recipients of the assignment you are
creating. It also bypasses learners on the waitlist with the newly assigned learners. Learners already on the
waitlist remain there. If you do not select this option, seats fill to capacity with some of the selected learners.
All remaining learners move to the waitlist.

Manually Managing the Waitlist
Manually Managing the Waitlist for Learning Assignments

You can manually manage the learners who are on the waitlist. On the Learners infotile on the Learning
Assignments tab, use the Assignment Status and select Waitlisted to search for learners who are waitlisted
for a particular offering. You can then:
• Move a learner with an active assignment to the waitlist. This releases a seat, and the first learner on
the waitlist is added as active to the offering.
• Activate a learner on the waitlist. When you do this you are prompted to also increase the maximum
capacity. You can say no and put the offering in a overbooked state if you want to prevent other
learners from joining the offering.
Self Service
Learners who are on waitlists can see their status and their position on the waitlist in the self service
application in two places:
• Requested Learning page
• Course Details page > Actions > View All Offerings

Managing Learners
On the Learners infotile in the Learning Assignment tab, you can view all learners currently enrolled in the
offering (either by you or learners themselves). You can withdraw a learner’s enrollment and manually set
the status of a learner to Completed. The system also allows you to reactivate learning assignments that
were previously withdrawn. This allows the administrator to take corrective action (if necessary).
You can also add learners to an offering whenever you create or update an offering. Add new learners and
track the status of existing learners from either the Offerings tab in the Learning Catalog, or on the
Learners infotile in the Learning Assignments tab.

Mass Action Support
Set the status of assignment

records to active, bypass
approval, bypass reject, and
send an alert based on
multiple selections from
the Learning assignments page
The Bypass and Approve allows the administrator to approve learning requests previously rejected (and
the Bypass and Reject does the opposite). This allows administrators to take corrective action on existing
requests (if necessary).

Learner Selection
Use additional search
mechanisms to find learners to
streamline the assignment
creation process and save
searches for future use.
When you click the Advanced button on the Learners infotile on the Learning Assignments tab, you can
utilize additional search mechanisms to find learners to streamline the assignment creation process. Search
mechanisms include:
• Query learners based on system person type and manager name attributes.
• Query learners using worker attributes and learning assignment attributes.
• Query learners using department or organization hierarchies.
You can click Add Fields to add even more fields to search on.

Learning Criteria
The system captures a

learner’s attempt to
complete a learning
item without achieving
the completion criteria

View Team Assignments
Managers are able to do the following in the My Team’s Learning view:

View all learning assignments created for their team
• Filter assignments using a variety of filters
• Click on the name of a learner in their team and they will arrive on the learner’s learning profile
• Export their team assignments to Microsoft Excel

Summary
• Define Learning Approvals

• Explain Approvals Setup Feature
• Describe the Summary Metrics Configuration
• Discuss the Hierarchy Search UI
• Define Waitlists
• Discuss Managing Learners

Practices
• 11-1: Updating Assignment Status for Learners

12
Initiatives and Advanced Assignment Rules

Learning Objectives
• Define Learning Initiatives

• Compare Course, Offering and Specialization level Initiatives
• Explain the Steps to Create an Initiative
• Review the Learning Assignment Process
• Define Advanced Assignment Rules
• Review the Steps Involved with Advanced Assignment Rules

What is a Learning Initiative?
Learning Initiative: A recurring (ongoing) assignment that can include multiple

assignments for multiple employees or employee groups with or without an end date.
Example: You can create a learning initiative for the “Ethics and
Business Conduct” course and assign it to all employees when
they join the organization. The initiative continually creates
assignments for all the newly joined employees to complete the
course in the specified duration automatically.
An ongoing assignment is called a learning initiative. Unlike a learning assignment (which is applicable only
once) you can create and define a learning initiative once and generate multiple assignments in a series
with (or without) an end date. You can assign it to a group of learners in an organization by using an
analysis report or an organization chart. In other words, you can think of an enrollment as a one-time event
where there might be expiry/renewals for the initial member group. You can look at Initiatives as a one-time
event plus additional enrollments of new Learners along the way and there might be expiry/renewals for
everyone enrolled initially or along the way.

Initiatives at the Course, Offering and Specialization Levels Chart
Initiative Renewals Expiration Dates
Course Level Yes Yes
Offering Level No No
Specialization Level No No
Initiatives can be created at the Course, Offering and Specialization levels. The course level initiatives are
the only option where renewal or expiration date information can be indicated. Course level initiatives are
suitable for corporate-wide mandatory/compliance training.
When a learner is enrolled in a Course that is part of an initiative with expiration date and renewal (let’s say
60 days to take the course and renewed every 2 years), the learning administrator or the learner can select
an offering of the course for the first time through. At renewal, the learner can select from the available
offerings again.
Course expiration and renewals for self-paced offerings behave based on the following rules:
• Learners are able to self-join an offering previously completed on the anniversary of the renewal
assignment’s assign-on date.
• An offering assignment does not auto-complete when a learner has a status of Incomplete for a course
assignment with renewal rules.
• Learners must complete all offering activities to trigger the Complete status for a renewal assignment.
• When a renewal assignment exists, fail to create admin or manager assignments on any offering of the
course.

Assigning New Learners to Initiatives
You can create a learning initiative for an

offering, course, or specialization from the
Administrator work area on the Learners page
on the Learning Initiatives tab.
There are three different types of learning initiatives that a Learning Specialist can create: Voluntary,
Required, or Recommendation. Each of these types have their own set of learning initiative parameters
that the Learning Specialist can utilize to create different types of initiatives.
• If Recommendation is selected, then the Learning Specialist can determine who should be at the
center of the recommendation (“Assign As”: who the recommendation will show it is from). They can
also set Learner Reconciliation, which means that not only will learners who are added to the group
receive the recommendation, but also those that are removed from the group will have the
recommendation automatically removed.
• If Voluntary is selected, the Learning Specialist will still have the same options as a
Recommendation with the additional ability of setting the date when the initiative will begin and when
the initiative will end. This enables the Learning Specialist to setup and prepare in advance. The
main difference between a Recommendation and a Voluntary assignment is that the learner is
signed up for the learning item when they are voluntary assigned, whereas they are not signed up for
an assignment when recommended.
• If Require is selected, then the Learning Specialist will have the same options as Recommendation
and Voluntary, with the added ability to set the initial due date (date/days) if the learner is a part of
the initial enrollment. If the learner joins the group at a later stage than an ongoing due date can be
set stating that they will have X number of days to complete the training. The Learning Specialist will
also have the option to apply advanced assignment rules (including “Learner Reconciliation”) which
will be discussed later in this lesson.

Assigning New Learners to Initiatives (continued)
Note: Use the Reconcile button is used to add newly eligible users to a group, and to remove users who
are no longer eligible. Clicking Reconcile triggers a one-time reconciliation of a dynamic assignment profile,
using the data security predicates of the Run As user. A Dynamic assignment profile is a group of people
that have been defined by using learner criteria: analysis report, learning assignment criteria, organization
chart or person criteria. Dynamic assignment profiles are used when defining Local Access Groups, Global
Access Groups, and Initiatives. The reconciliation process determines if there have been any changes
(people added or removed) to the dynamic assignment profile. New people will receive assignments, and
removed people will have assignments withdrawn. The Reconcile button is available on several pages,
including Learners > Learning Initiative, Learning Catalog > Courses > Learners > Learning Initiative, and
Learning Catalog > Offering > Access Groups.
The Evaluate Person IDs for Assignment Rule, Reconcile Dynamic Assignments, and Generate List
of People of Analysis Report processes verify that new learners are assigned the assignments in the
learning initiative. Learners that remain unchanged will have no action taken. While learners that have been
removed from the group will also have the assignment removed.

Learning Assignment Process
Learners that have been added will be given
the assignment, those that remain unchanged
will have no new action, while those that have
been removed from the group will also have the
assignment removed
Assign new
learners
Required Add general info Define validity,

Define dynamic
(name, dates expiration, and
learner group
etc.) renewal
Select offering or Assign new
specialization learners
Add general info
Define dynamic
(name, dates
Recommend learner group
etc.)
Voluntary Update learner group
After the system runs the

processes, the analysis updates the
learner group to determine if
changes have been made
This process is similar to the one discussed in the Requests and Assignments lesson. Some differences
are:
1. Select the offering tow which learners should be assigned.
2. Determine if the assignment is Required, Recommended, or Voluntary and add the general
information (such as names, dates, and so on).
3. Determine the learner group that should be a part of the assignment (which is now a “dynamic
learner group” as it will run automatically and learners will constantly be added and removed from
the group). Examples of a learning group are an organization (that is, all employees of a specific
person), or some type of analysis that your company utilizes to define the learner group (as the
organization or analysis can change from day to day).
4. If it is a required assignment then define the advanced assignment rules (covered later in this
lesson).
5. Then the next step for the assignment for all three types (Required, Recommended, or Voluntary) is
to assign it to new learners. Up until this point the process is very similar to what was discuss
previously; however, the difference comes in what happens next.
6. The system runs the following processes: Evaluate Person IDs for Assignment Rules, Reconcile
Dynamic Assignment, and Generate List of People of Analysis Report. The analysis updates
the learner group to determine if changes have been made to the learner group.

Assignment Details
The next few slides are an example of a required initiative. On the Assignment Details page, specify the
following:
• Name: Enter a name for the initiative.
• Description: Enter a description for the initiative.
• Assign: Search for and select the name of the learning item this initiative is associated with.
• Assign As: Select whom the assign is coming from (Select the value Self, or select other values
such as Human Resources Department, Legal Department, Office of CEO, etc.).
• With This Note: Enter any text you want to display to learners with this assignment.
• Initial Due Date Option: Select either a number of Days or a specific Date for learners identified on
the initiative start date to be completed by.
• Ongoing Due Date: For the other learners, who are the target of this initiative. For example,
learners who take this course must complete it within 20 days of being assigned the course after
joining the organization.

Select Learners using Various Criteria
On the Select Learners page, click Add and select on of the following criteria options to select your target
learners:
• Person: Search for learners by name, person number or department
• Analysis Report Criteria: Search for learners using a pre-defined analysis report.
• Learning Assignment Criteria: Search for learners based on other learning assignments. This is
good when you want a group on one course to take a different course for example.
• Organization Chart Criteria: Search for learners using an organizational chart group. You can
select either a learner’s entire organization or just their direct reports.
• Person Criteria: Search for specific learners using either worker criteria or assignment criteria, such
as searching for learners based on the attributes of assignments made to them.

Advanced Assignment Rules
Learning Assignments are used to assign to new learners once
Learning Initiatives are used to assign to new learners on a recurring basis
Advanced Assignment Rules are used to make already assigned learners retake the training
Advanced Assignment Rules manage validity, expiration, renewal of a learning assignment, and can
manage what version of content is being utilized. They are part of both Learning and Required learning
initiatives. Advanced assignment rules add additional functionality to learning assignments and learning
initiatives.
They are typically used for:
• Certifications by combining a learning assignment with a learning initiative, with a specific learning
outcome (which would be a certification). After the certification is given it would only be available for
a certain amount of time which would be managed by the assignment rules. More information on
Learning Outcomes will be provided later in this course.
• Recurring Training (or training with an end date).
Looking at the functionality of a learning assignment, a learning initiative, and Advanced Assignments, then:
• Learning assignments are used to assign to new learners once
• Learning Initiatives are used to assign to new learners on a recurring basis (for example, once a
day)
• Advanced Assignment Rules are used to make already assigned learners retake the training at
certain intervals (meaning that the training is only valid for a specific amount of time)

Advanced Rules
On the Advanced Rules page, specify the following:

• Initial Assignment Status: Select whether the initial assignment status is Active, Pending Active,
or Request Approved.
• Learning Item As-of Date: This field determines which version of the learning item will be attached
to the assignment (the “Latest” version, the version of the learning item at the time of the “Initiative
Start Date”, or the version of the learning item on the date the assignment is given to the learner
“Assignment to Learner Date”).
• Learner Reconciliation: Select the checkbox if you want to withdraw assignments of incomplete
learners no longer a part of the learning initiative target audience.

Summary
• Define Learning Initiatives

• Compare Course, Offering and Specialization level Initiatives
• Explain the Steps to Create an Initiative
• Review the Learning Assignment Process
• Define Advanced Assignment Rules
• Review the Steps Involved with Advanced Assignment Rules

Practices
• 12-1: Requiring Business Conduct Training for All Employees

• 12-2: Requiring Learning Initiative for 2020

13
Specializations

Learning Objectives
• Explain Specialization Examples
• Discuss Specialization and Offerings Similarities
• Discuss Specialization and Offerings Differences

Specialization Review

Section Offering Sections
Specialization Reference to
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This lesson will focus on specializations, which is located on the Formal Learning catalog side.

Specialization
Each section consists of

one or more courses listed
as “Activities” for the
specialization.
A specialization is a way of grouping existing Courses in Learning Cloud that should be taken together.
A specialization could also be called a curriculum, learning path, or learning plan.
Specializations consists of sections; and a single specialization can contain multiple sections.
• Each section consists of one or more courses.
• Each section has its own Completion Rules which can be either “Voluntary”, “Mandatory”, or “X out
of Y”.
- If a section is “Voluntary” and it contains three courses, the learner can take one, two, or all
three of the courses, but they do not have to (as it is completely voluntary).
- If a section is “Mandatory”, it means that the learner has to complete one offering for each
course in order for the section to be marked completed.
- If a section is “X out of Y” it means that the section contains for example, five courses. If the
section is set to “3 out of 5” then the learner can choose to complete any three courses within
the section in order for it to be completed.
- The sections layer was created to accommodate the need for “Voluntary”, “Mandatory”, and
“X out of Y” functionality types within a specialization.
A specialization is completed when all sections within it are completed.
When a learner is assigned a specialization (whether they assign themselves or it is assigned by a Learning
Specialist) the learner then needs to view and sign up for an offering for each course within the
specialization. Just being assigned the specialization is not enough.

Specialization Example
Let’s assume there is a specialization called “Employee Welfare”.

Courses Example
Course
Ergonomics
Within the specialization there are several courses.

Offerings Example
Course
Ergonomics

Health & Safety Health & Safety Health & Safety
e-learning ILT in NY, March 2018 ILT in ATL, Apr 2018
Each of the courses will have at least one offering (however, there could be multiple offerings).

Sections Example
Section 1 Specialization: Employee Welfare Section 2
Course
Ergonomics

Health & Safety Health & Safety Health & Safety
e-learning ILT in NY, March 2018 ILT in ATL, Apr 2018
And the courses could be divided into several Sections (for example, Section 1 = “Health & Safety” plus
“Firefighting” and Section 2 = “Ergonomics”).
If all three courses needed to be taken, then you could just have the three courses. However, it is important
to note, that for each course the learner will have to complete an offering. And in order for the specialization
to be complete in this example, all three courses would need to be completed.

Specializations and Offerings Similarities
Specializations Similarities Offerings
• A learner can be assigned both an offering and a specialization.

• Both can contain multiple elements: Specialization contains courses and offerings
contain activities.

Specializations and Offerings Differences
Specializations Differences Offerings
• Specializations and courses are Use • Offerings and activities are mainly
mainly used to teach a number of used to teach one subject.
connected subjects.
• Elements of a specialization Reuse • Elements of an offering (activities)
(courses) can be used stand-alone belong to only one offering.
or as part of other specializations as
well.
• When assigned a specialization, you Assignment • When assigned an offering, you are
still need to sign up for an offering ready to start learning.
for each course in the specialization.
The first difference is in Use:

• Offerings and activities are mainly utilized to teach one subject and typically takes 1-3 days to
complete.
• Specializations and courses are mainly used to teach a number of connected subjects, which
typically takes several weeks to complete.
The second difference is in Reuse:
• The elements of an offering (which are activities) belong to only one offering.
• The elements of a specialization (which are courses) can be utilized as stand-alone or as part of
other specializations.
The third difference is in Assignment:
• When learners are assigned an offering, they automatically assigned the activities as well and are
ready to start learning. [A one-step process].
• When learners are assigned a specialization, they still need to sign up for an offering for each course
in the specialization. [A two-step process].

Courses, Offerings, and Activities
Courses
Courses
Courses
Courses
Offerings ILT
Courses
Offerings Self-Paced
• Each course can contain at least one offering and each offering will contain at least one activity.
• Some activities may contain eLearning content and others may contain other types of content, but
each activity will be different for each of the courses.

Specialization
Courses
Courses
Specialization Courses
Courses
Offerings ILT
Courses
• Learners can be assigned to the specialization and thereby get access to the courses within it;
however, the learner could also assign themselves directly to the course outside of the
specialization.
• Specializations is a way of grouping existing elements.

Sections
Courses
Courses
Specialization Courses Section 1
Courses
Offerings ILT
Courses
Section 2
A specialization can contain multiple sections, which may contain multiple courses within each section.

Learning Communities
Courses
Learning Courses
Community
Courses
Offerings ILT
Courses
Section 2
Learning Communities can contain specializations to assign courses. Courses can also be available outside
of a specialization as a standalone course.

Learning Catalog
Learning Courses
Catalog
Learning Courses
Community
Courses
Offerings ILT
Courses
Section 2
Courses can also be made available as standalone items in the Learning Catalog. Learners can take these
courses without being associated to either a Learning Community or a Specialization (if allowed by the
administrator).

Community and Specialization Access Settings
Setting Location Indication when selected

When a Course is accessed Default Access When this course is accessed from a learning community,
from the Learning page for the access and visibility will be controlled by the access
Community, Let the Learning Courses control settings for the community, no matter what the
Community Control Access default access control settings are for the course
and Visibility
When a Course is accessed Default Access When this course is accessed from a specialization, the
from Specialization, Let page for access and visibility will be controlled by the access
Specialization Control Access Courses control settings for the specialization, no matter what the
and Visibility default access control settings are for the course
When a Specialization is Default Access When this specialization is accessed from a learning
accessed from a Learning page for community, the access and visibility will be controlled by
Community, Let the Learning Specializations the access control settings for the community, no matter
Community Control Access what the default access control settings are for the
and Visibility specialization.
Note: Learners with access to courses or specializations because they are members of learning
communities will not be able to find those courses and specializations when searching in Self-Service,
unless they filter the search based on learning community.
Learners who have access to courses because they are assigned to a specialization will not be able to find
that course when searching in Self-Service but will have access within a specialization.

Summary
• Explain Specialization Examples
• Discuss Specialization and Offerings Similarities
• Discuss Specialization and Offerings Differences

Practices
• 13-1: Creating a Simple Specialization

• 13-2: Creating a Typical Specialization
• 13-3: Experiencing a Specialization

14
Learning Outcomes and Prerequisites

Learning Objectives
• Define Learning Outcomes

• Discuss Learning Outcome Examples
• Describe Setting up Learning Outcomes
• Define Prerequisites
• Discuss Content Types and Items
• Describe Expiring Learning Assignments Pending Prerequisites
• Explain Prerequisite Use Cases
• Discuss Learning Scheduled Processes
• Describe Prerequisites Benefits

Learning Outcomes Review

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This portion of the lesson will focus on learning outcomes which is located on the Formal Learning catalog
side.

Learning Outcomes
Learning outcomes are specific skills, qualities, or qualifications that a learner acquires on completing a
course or specialization. Use the Learning Catalog page to search, add, and manage learning outcomes.
Learning outcomes are a combination of the following components:
• Content Types are the skills, competencies, or qualifications that you add as learning outcomes.
You select a predefined content type or you create custom content types and configure them as
learning outcomes.
• Content Items are the individual qualities or attributes within the content type. You select a content
item when you add the content type. For example, within the Competencies content type Leadership
is a content item.
• Rating Models measure the level of proficiency or skill for the content item. You select a rating
model based on the content type you add. For example, choose a rating model that includes
reading, writing, and speaking proficiency for the Language content type.
• Person Profile includes existing profile data such as learner skills, qualifications, and future job
preferences. Learners view learning outcomes when they enroll for a course or specialization. They
can see the direct benefits to their profile, job, and future job aspirations. When learners complete a
course or specialization, their person profiles are automatically updated to reflect the learning
outcomes.

Learning Outcomes Examples
Course or Specialization Learning Outcome

Mastering Oracle Databases Competency: Oracle Databases; Level: Advanced
Introduction to Java Programming Competency: Java Programming; Level: Beginner
Health and Safety Training Certification: OSHA Certification; Attributes: 1 Year Validity,
30 day renewal period
Operating Heavy Machinery Training Certification: Machine Operator Certification; Attributes: 2
Year Validity, renew anytime
Here are a few examples of a course or specialization and possible learning outcomes.

Setting Up Learning Outcomes
• Turn on the Profile option (WLF_ENABLE_LEARNING_OUTCOMES).

• Define the Profile Content items in the Profile module you want to use as learning
outcomes in Oracle Learning Cloud.
• Add learning outcomes on a course or specialization.
To set up learning outcomes:

1. Turn on a particular profile option.
2. Define the profile content items in the profile module you want to use as available learning outcomes
in Oracle Learning Cloud.
3. Add learning outcomes on a course or specialization.
- For example, if there is a specialization containing three courses, the courses and the
specialization can have a learning outcome. If the learner takes two of the courses in the
specialization they will receive the learning outcomes that are attached to those two courses.
When the learner completes the third course, they will get the learning outcome attached to
that course as well as the learning outcome attached to the specialization.

Prerequisites Review

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This portion of the lesson will focus on prerequisites, which is located on the Formal Learning catalog side.

Prerequisites
Learners can see prerequisites on the course

or specialization details page. They can also
see their prerequisite statuses (which can
either be Achieved or Not achieved).
Learning prerequisites are talent profile items associated to courses or specializations that learners need to
satisfy before registering to the learning. If prerequisites are not met, learners are prevented from registering
into a course or specialization until prerequisites are met. Examples of prerequisites can be to complete a
specific course or to have a specific competency.
Specializations can have prerequisites, as well as the courses within a specialization. Specialization
prerequisites are independent of course prerequisites.

Content Types and Items
Content Type Content Item

Competencies Action Oriented
Adapting to Change
Analyze Problems and Issus
Licenses and Certifications Certified General Accountant
Content types appear as sections

in the Prerequisites area.
Content items appear as items

within the sections.
Prerequisites (like learning outcomes) are content items and are configured using Talent Management
within the HCM Cloud Profiles work area. Prerequisites are based on profile content items (and not directly
on courses and offerings). Therefore, prerequisites can be defined by learning outcomes from other courses
in the system (as well as other business processes not related to learning).
Administrators can use existing content types, or create custom content types and items. The table shows
some examples of predefined content types and content items.
Prerequisites are typically added when creating courses or specializations, but they can also be added later.

Expire Learning Assignments Pending Prerequisites
Expire learning
assignments after a set
number of days when
prerequisites are missing
If learners do not have the required prerequisites then they cannot sign up for the offering or specialization.
• Learners can be allowed to sign up and hold a seat in an offering while obtaining the missing
prerequisites. The assignment can be automatically cancelled after the expiration period (if the
prerequisites are still not obtained).
Managers and administrators can sign up learners for offerings, courses, and specializations (even if they
do not have the required prerequisites); however, learners cannot start the training until they have obtained
the required prerequisites.
Administrators can waive prerequisites when signing up learners or on existing assignments that are
blocked.

Use Case
1. A First Aid course is created with a Learning Outcome of “Core First Aid” skill
2. A Basic Life Support for Healthcare Professional specialization is created with the “Core
First Aid” skill being added as a prerequisite for this Specialization
3. When a learner, who completes the First Aid course and received the “Core First Aid”
skill goes to enroll in the Basic Life Support for Healthcare Professional specialization,
they are allowed to do so
– Other learners without this skill are not allowed to enroll in this specialization

Learning Scheduled Processes
From the Navigator, click Tools > Scheduled Processes > Schedule New Process > and search for and
select the Reconcile Learning Assignment Status job.
The Reconcile Learning Assignment Status job needs to be configured and does the following:
• Scans current-dated assignments in pending prerequisites status and transitions them to Withdrawn
state (if past the defined expiration period)
• Scans assignments in Requested and Request approved status to re-evaluate prerequisites and
transition to Withdrawn state (if no longer satisfied)
• Scans current-dated assignments in pending prerequisites status and verifies the assignee’s Talent
Profile and transitions the assignment to Active Not Started when all profile items exist on the
assignee’s Talent Profile
Other system tasks are done automatically. And after a learning outcome is applied to a person’s Talent
Profile, the system scans for assignments that are pending prerequisites for the profile item that was just
applied, and transitions the assignment to Active if all prerequisites are met.

Prerequisites Benefits
• Better training sessions (since all learners will have the required knowledge)
• More efficient use of class space (as only people with the right prerequisites will take up
class seats)
• Learners will get information on which courses to take, prior to the training, to get the
most out of the training

Summary
• Define Learning Outcomes

• Discuss Learning Outcome Examples
• Describe Setting up Learning Outcomes
• Define Prerequisites
• Discuss Content Types and Items
• Describe Expiring Learning Assignments Pending Prerequisites
• Explain Prerequisite Use Cases
• Discuss Learning Scheduled Processes
• Describe Prerequisites Benefits

Practices
• 14-1: Adding Learning Outcome to a Course

• 14-2: Searching Courses Based on Learning Outcome

15
Questionnaires

Learning Objectives
• Discuss Questionnaire Concepts

• Manage Questions
• Define Question Types and Responses
• Discuss Rating Models in Questionnaires
• Manage Questionnaires and Templates
• Discuss Questionnaire Control
• Discuss Adding and Formatting Questions

Questionnaires Concepts
Questionnaires can be used:

• To create an assessment to measure the knowledge transfer from learners within a
specific course.
• To gather feedback from course participants in learning evaluations.

Questionnaire Example
Course
Health & Safety
Offering
Health & Safety
e-learning in English
Activity - 1 Activity - 2
SCORM Content SCORM Content
Content Content
SCORM Assessment
Questionnaire
(Outside OLC)
An assessment / evaluation can be associated with learning content items. While the learning items are
created from within the Learning product, assessments / evaluations are created outside of the product.
However, once created the assessment / evaluation can then be associated with content items within
Learning.

Questions
Questions key concepts:

• Question Library
• Question types and responses
• Ratings used in responses

Question Library
Configure questions and

responses in the question
library to add to the
questionnaire.
You can create four types
of questions
The Question Library is basically a folder containing the questions. For Learning, the Learning Evaluation
folder is utilized to store the questions for assessments and evaluations. Each question type can be
configured to specific responses and you can select the presentation method to determine how the
response appears. For example, in the single select question type, you can specify that either the possible
responses appear as a single select choice list or as radio buttons.

Question Types and Responses
You can create questions from any of four question types to add to the question library, and
ultimately, to questionnaires:
• Text
• Single choice
• Multiple choice
• No response
Text
For the text question type, a respondent enters a response in a text field. Answers can be any text, such as
single words or sentences, or characters. You specify a maximum number of characters the response can
contain, and you can optionally specify a minimum number the respondent must enter.
For the response text field, you specify to utilize either plain text, or rich text (to allow respondents to format
their responses using bold, underline, and other characteristics).
Single Choice
With the single choice question type, you create a question and respondents select one response from a list
you provide. You select whether to display the responses as either a single select choice list, or radio
buttons.
Respondents can select from either responses that you create, or from a rating model. When you associate
a rating model with the response type, the possible responses are drawn automatically from the values of
the rating model. For example, if the rating model contains five rating levels, the short description and the
name associated with the level for all levels, are added directly as responses from which the respondent can
choose. Typically for Learning you will select the Evaluation Rating option in the Rating Model field.
When you configure a single-choice question as a radio button and specify that it is not required, the No
opinion response appears automatically as a response. This option allows respondents to change their
responses to no opinion if they already selected a response that they cannot deselect.

Multiple Choice
Use the multiple choice question type to create a question and permit respondents to provide one or more
answers. Create the responses and specify whether the responses are presented as checkboxes or a
choice list. You can optionally set both a minimum and maximum number of required responses.
No Response
Use the no response question type to add a question with no accompanying responses. You can use it to
add additional instructions or information in the section, or let respondents add attachments as a response.
Responses
Along with the questions, administrators can specify the responses and how they are presented in the
questionnaire. Administrators can specify whether to allow respondents to add attachments to the response.
They can also utilize response feedback where text is displayed with the answer that the respondent
selected (once a questionnaire has been competed). Usage example: Pass/Fail answers.

Rating Models in Questionnaires
• Rating models can appear in questionnaires for:

– Evaluations: The rating level can be utilized to provide a rating in response to a
question.
– Assessment: In a course review, the potential rating model is used to calculate a
learners knowledge retention based on their responses to the questions.
• Rating models for questionnaires include the Rating Level component
Rating models are generally used to rate various items, such as: level of proficiency in skills and/or qualities,
performance, and other attributes.
Rating Levels
Rating levels identify the qualitative values such as 1, 2, 3, or 4, that are used to rate or score an item.

Questionnaires and Templates
Key Concepts:
• Questionnaire template (required to create questionnaires)
• Questionnaire presentation
• Questionnaire control
• Sections
• Questions

Questionnaire Template Overview
Create Basic Instructions

for the Questionnaire
Template
Set the questionnaire

display preferences
Manage sections and

questions
To create a questionnaire, you must first create the template. You can edit the configuration settings in the
questionnaire that were inherited from the template.

Questionnaire Considerations
When creating a questionnaire template or questionnaire:

• Determine the intended participant for the questionnaire
• Format basic information
• Add and format content
Set up questionnaires to apply for general purposes and a widespread audience, or to specific audiences.
For example, you can create questionnaires for:
• All participants who have consumed training in the system, or to learners for a specific evaluation
period
• A more targeted audience, such as for a specific role (i.e. manager, peer, or internal customer)
• An even more specific audience, such as for learners of a particular training session
Formatting Basic Information
Specify the basic information for the questionnaire template or questionnaire, to make searching and
categorization easier and control access.
Adding and Formatting Content
You control how the various sections in the template appear by specifying sequence, appearance, and
formatting for questions and responses.

Questionnaire Control
• ID and Folder
– An ID containing only numbers is generated automatically for each questionnaire
template and questionnaire.
– You can change it to any combination of numbers or characters you need to make it
easier to search for or identify.
• Owner Name
– The Privacy setting controls access to the questionnaire or template:
— Private: Only the owner can then edit the questionnaire or template.
— Public: Anyone with permission to access the questionnaire or template can edit it.
Specify the overall formatting for all the sections:

• Subscriber: Select the business process that can utilize the template or questionnaires made from
it.
• Section Order: Select Sequential to display the sections in the order you specify. Select Random
so the sections appear in a different order to each respondent.
• Section Presentation: Select No sections to display all questions within the one required section.
Select Stack regions to include all sections on one page.
• Page Layout: You can select to display the section in one or two columns.
• Maximum Number of Questions per Page: Enter the maximum number of questions that appear
on a page. If the number of questions exceeds the maximum, the remainder appear on another
page.
Creating Multiple Sections
Add sections to separate questions by type or other classification and specify which questions are required
to be answered. You can create as many sections as desired, but at least one is required.
Adding Introduction Text
Optionally, administrators can add introductory text for each section they create to utilize for instructions or
explanatory information. This appears in addition to the Instruction text you create that appears at the top of
the first page of the questionnaire.

Questionnaire Control (continued)
Formatting a Specific Section
When creating a section, you can specify the following:
• Question Order and Response Order: Select Vertical to maintain the sections in the order you
create them. Select Random so the sections appear in a different order to each respondent. (single-
choice and multiple-choice questions)
• Required: Select Required to require respondents to answer all questions in the section.
• New Page: Select this option to set the section on a separate page from other sections.
Allowing Additional Questions in Subscriber Applications
In the questionnaire template, select No for the Allow Additional Questions option to allow questions to be
added to the section using the Manage Questionnaires task. Select Yes to allow questions only to be added
in the questionnaire template and in the subscriber application by those permitted to do so. When you select
Yes, you cannot add questions to the section using the Manage Questionnaires task. The ability to add
questions in subscriber questions depends on configurations. You can specify only one section in a
questionnaire to allow additional questions.

Adding and Formatting Questions
• Adding Questions:
– Add questions to the section from the question library for typical questionnaires
– Create ad hoc questions for the Assessment questionnaire
• Formatting Questions and Responses
– In the section, you specify formatting for questions and responses
Only add questions to the section from the question library for typical questionnaires.
Create questions in the template or questionnaire directly. Questions created become part of the question
library. The questions must also be added to the section after creating it from the section.
Formatting Questions and Responses
You can specify these settings:
• Response Type: Change the response type to another that is available for the question type. For
example, if the question type is Single Choice, you can select either Single Choice or Radio Button
from List.
• Required: Specify whether individual questions are required. When the section is required, all
questions are required by default, but you can remove the requirement for individual questions.

Summary
• Discuss Questionnaire Concepts

• Manage Questions
• Define Question Types and Responses
• Discuss Rating Models in Questionnaires
• Manage Questionnaires and Templates
• Discuss Questionnaire Control
• Discuss Adding and Formatting Questions

Practices
• 15-1: Creating Questions

• 15-2: Creating a Questionnaire Template
• 15-3: Creating a Questionnaire

16
Assessments and Evaluations

Learning Objectives
• Define Assessments
• Identify Steps to Create Questionnaires for Assessments
• View Attempt History
• Discuss Assessment Configuration
• Define Evaluations

Assessments Overview

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Learning assessments are associated with offerings which is a part of the Formal Learning catalog.

Assessments
Notification of Low
Score and number
of allowed
attempts
exceeded.
Assessments for Learning

Assessments are tests that you add to an offering to test learners’ understanding of the course material.
Assessments can be defined as either the first or last activity of an offering (depending on what you want to
test). For example, you define an assessment as the first activity of an offering if you want to test learners’
knowledge of a subject prior to starting the course. You define an assessment as the last activity of an
offering if you want to see if learners have met the course outcome requirements.
Based on the assessment configuration, the learner can perform the following when accessing the
assessment activity:
• Take an assessment.
• Retake an assessment.
• Be timed when taking an assessment.
• Save an assessment and take it at a later time.
• Review a completed assessment.
• View the attempt history that they have made on a specific assessment activity.

Steps to Create Questionnaires for Assessments
1. Create questions for a learning assessment

2. Create questionnaires for a learning assessment
3. Add the questionnaires as an assessment catalog resource
4. Associate the assessment with a learning activity like an offering
To set up questionnaires for use as assessments, perform the following steps:

• Create questions for a learning assessment.
• Create questionnaires for a learning assessment.
• Add the questionnaires as an assessment catalog resource.
• Associate the assessment with a learning activity like an offering.
Create Questions for a Learning Assessment
Questions appear in a learning assessment questionnaire. You create questions using the Manage
Question Library task in the Setup and Maintenance work area. For questions used in assessments, select
the subscriber application called Learning Assessments.
Create Questionnaires for a Learning Assessment
Questionnaires are used to test learners’ understanding of the course material. You create questionnaires
using the Manage Questionnaires task in the Setup and Maintenance work area. For questionnaires used
in assessments, select the subscriber application called Learning Assessments.
Add the Questionnaires as an Assessment Catalog Resource
Questionnaires are added to the resources catalog as assessments and configured with specific settings for
learning.
Associate the Assessment to Learning Activities
When the assessment is configured in the resources catalog, it is available to associate with learning
activities.

Attempt History
Learner can see

Assessment
Attempt History
information
Administrators can view the

attempt history and manage
assessment activity

Assessment Configuration
Assessments are created and configured on the Content

tab of the Catalog Resources page. The Administrator
can associate a questionnaire assessment that has
been created in the questionnaire area of HCM.
Once the questionnaire has been associated, the administrator can configure the following Oracle Learning
configurations onto the assessment:
• Enable a passing mastery score
• Set who can see the actual assessment score, the administrator or the learner.
• Set if the learner can view the completed assessment.
• Set a time limit on how long the learner has to complete an assessment.
• Set the number of attempts to take an assessment.
• View an assessment attempt history

Evaluations Overview

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Learning evaluations are associated with offerings which is a part of the Formal Learning catalog.

Evaluations
Use evaluations to capture learner feedback about the offering that they have just completed. You can
specify a default evaluation for each delivery method using the Setup page in the Learning work area. You
can override the default and associate a new evaluation at the offering level.
An offering can have only one evaluation associated with it and this evaluation is presented to the learner in
the form of a questionnaire. The learner is taken automatically to the evaluation after the offering has been
completed. For instructor-led training, the learner can complete the evaluation when they mark the offering
complete or they will have the action to complete the evaluation if they are unable to mark themselves
complete.
You cannot create or edit a questionnaire in the Learning work area; however, you can associate and
preview how it is presented to the learner.
When you associate a default evaluation to a delivery method the same evaluation is presented for all
learning content of the delivery type. It is also possible to override this default evaluation by associating a
offering-specific evaluation.
You can define an evaluation as required or optional.
• Required evaluations mean that the learner must complete the evaluation before the offering is
considered complete.
• Optional evaluations means that the learner will be marked as complete after they complete the
offering content even though the evaluation has not been completed.
The progress of the learner evaluation is displayed on the Learners page. The results indicate whether the
evaluation is complete, in-progress, withdrawn, or yet to start. To further understand the response to the
evaluation, you can view the response of each learner in the offering.

Summary
• Define Assessments
• Identify Steps to Create Questionnaires for Assessments
• View Attempt History
• Discuss Assessment Configuration
• Define Evaluations

Practice
• 16-1: Modifying a Learning Evaluation for an Offering

17
Self-Service Videos and Tutorials

Learning Objectives
• Define Self Service Videos

• Examine the Video Transcoding Process
• Define Tutorials
• Describe the Report Inappropriate Content Process
• Define Learning Communities

Videos Review

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The self service catalog can also be referred to as the “Social Learning” side of Oracle’s LMS. Social
learning is created and managed by the learners themselves. The system encourages collaborative learning
and makes it easy for all employees to share their knowledge by uploading videos and creating tutorials.
A video is a type of media content that is recommended to other learners.

Videos
Videos are uploaded by a Subject Matter Expert (SME) as a way to share their knowledge with others. A
Subject Matter Expert (SME) can be any learner in the system who has the access and permissions to do
so. Most major video formats utilizing h.264 with AAC are supported and videos (up to 1GB in size) can be
uploaded.
Video examples include:
• The CEO of an organization may want to have a introduction video welcoming new employees.
• An engineer has found an innovative way to install a piece of equipment. They take a short video of
the installation process with their phone and upload it to share with other engineers working on the
same equipment. Therefore, enabling other engineers to install the equipment more efficiently.
Videos are published from the Learning page click Actions > Publish Video. You can specify visibility of a
video to one of the following options:
- Select Open so that anyone can search and view the video.
- Select Secret so that only select people can view the video. Note: If the video is set to
Secret, select and specify the people who can access the video.
Note: An ESS job (scheduled process) will need to be scheduled and run to transcode a video and move
the video from a state of pending status to active. When this ESS job is scheduled the administrator can
define the number of processing threads that they want to be running at a point in time to process un-
transcoded videos. So if a Processing Batch Size of 2 is selected the ESS job will kick off 2 child jobs that
will each process one video at a time. Once the child jobs are complete the parent job would then kick off 2
more child jobs. If 3 was selected then it would process 3 videos at a time. There is a Processing Batch Size
maximum of 5 jobs, so anything over this selection will cause the job to fail. If no values are selected then 1
child job will be run. Setup: Navigate to Scheduled Processes and select the job called “Video Ready Job”
and select the Processing Batch Size.

Video Transcoding
• Transcoding allows videos to “adapt” to be viewed on different playback devices

• All videos will be in pending status until transcoded
• An ESS job (scheduled process) must be run, Video Ready Job, to transcode the video
and move to active status
• Administrators define the number of batches to be processed (up to 5 at a time)
• Approvals will be sent based on the completion of the transcoding
Video Transcoding is the ability to adapt digital files so that content can be viewed on different playback
devices. Working like an interpreter, a transcoder translates files to a suitable format for the end user.
An ESS job (scheduled process) will need to be scheduled and run to transcode a video and move the
video from a state of pending status to active.
When this ESS job is scheduled the administrator can define the number of processing threads that they
want to be running at a point in time to process un-transcoded videos. So if a Processing Batch Size of 2 is
selected the ESS job will kick off 2 child jobs that will each process one video at a time. Once the child jobs
are complete the parent job would then kick off 2 more child jobs. If 3 was selected then it would process 3
videos at a time. There is a Processing Batch Size maximum of 5 jobs, so anything over this selection will
cause the job to fail. If no values are selected then 1 child job will be run. Setup: Navigate to Scheduled
Processes and select the job called “Video Ready Job” and select the Processing Batch Size.
Note: Customers will want to schedule this job to run periodically and will need to plan when to schedule
this ESS job and how many processing threads to use so they do not have a case where this job consumes
all of the ESS server threads and other important ESS jobs are impacted negatively.
Approvals will be sent based on when the scheduled ESS job has finished the transcoding.

Tutorials Review

non-OLC object
External Web
Video
Video
Text Image
Hosted
Content
Content
Object
Reference to
OLC object

OLC
managed
object
A tutorial is a collection of multiple pieces of mixed-media content that is specific to a particular topic.
Tutorials are a way to group a number of items (both new and pre-existing) together into one group to then
provide access to them as one unit.

Tutorials
The navigation on the right

guides you through the
creation of the tutorial.
A tutorial can include both internal and external videos, web links, and sections. The navigation on the right
guides you through the creation of the tutorial.
Examples of tutorials include:
• A tutorial named, “Mastering Oracle HCM Cloud” containing a data sheet (with text and pictures) as
well as a video by a department head, or someone who knows a lot about the subject.
• A tutorial named, “Onboarding into Project Team X” and contains a process overview document, as
well as a link to browse the project website (www.project.com).

Reporting Inappropriate Content
Learners can utilize any of

these options as reason
for reporting content that
is deemed inappropriate.
With the Formal Learning catalog the content is managed by the Learning Specialist who oversees and
ensures that the content is appropriate. However, with the self service catalog any learner can upload a
video (with the proper access and permissions). This can make it difficult for a Learning Specialist to monitor
all of the content. To assist with this, learners have the ability to report content that is considered
inappropriate in any way. It is important to note that administrators also have the ability to list, view, and
delete self service content at any time (when necessary).

Communities Review

non-OLC object
External Web
Video
Video
Text Image
Hosted
Content
Content
Object
Reference to
OLC object

OLC
managed
object
Communities are used both in the self service catalog as well as the Formal Learning catalog. In this lesson
the focus will be on the use of communities in the self service catalog. More information on communities will
be discussed in the next lesson.

Learning Communities
A community is a place for a group of learners to collaborate around a specific topic. Learners can add both
content and members. Members can view the content, perhaps upload their own content, and can even get
assigned specific pieces of content to view.
• Communities can be created by any learner with the proper access and permissions.
• Learners can share learning items and even have conversations around the relevant topics.
From the Learning page, click My Learning Communities to view the communities that you manage and
the communities you have joined.
• Communities can be:
- Open: Allowing any learner to see the community and they can join themselves to the
community.
- Closed: Allowing learners to see the community, but they cannot see the content. If the
learner is allowed in, they can then see the content.
- Secret: If learners search for a “secret” community they will not find it. It can only be seen if
the manager of the community signs up the learner into it.
• Communities can have learning assignments which makes them very powerful because they can
help to automate the acquiring of training items for different learners.

Summary
• Define Self Service Videos

• Examine the Video Transcoding Process
• Define Tutorials
• Describe the Report Inappropriate Content Process
• Define Learning Communities

Practices
• 17-1: Finding and Watching a Video

• 17-2: Finding and Viewing a Tutorial
• 17-3: Publishing a Video
• 17-4: Authoring a Tutorial

18
Communities

Learning Objectives
• Define Communities
• Explain Catalog Communities
• Explain Community Assignments
• Discuss Community Assignment Workflow
• Explain the My Learning Communities Page
• Discuss Community Parameters
• Review a Community Example

Communities Review

non-OLC object
External Web
Video
Video
Text Image
Hosted
Content
Content
Object
Reference to
OLC object

OLC
managed
object
Communities are used both in the self service catalog as well as the formal learning catalog. From a
learners’ perspective the content appears the same regardless of which catalog it is from.

Communities
A learning community is a place where learning can be grouped around a particular topic or area of interest
and shared or assigned to a distinct set of people known as the community members. The purpose of a
community can range from collaborative communities created by employees or managers; to a more formal
learning community with assignments.
A few examples of using communities are:
• A learning specialist can create a learning program and assign the learning item to members with a
specific role and job.
• Team leaders can enable the team to publish their insights and exchange interesting work-related
articles, videos, and tutorials in a community.
As a community owner, you can establish your own brand and identity. You can give frequent updates or
schedule periodic updates in your community. You can enable members to create and publish learning
items to share insights with each other in a more purposeful way. A community catalog can have any kind of
learning items such as offerings, courses, specializations, videos, and tutorials.
Learning communities contain a catalog of learning items, community members, and optionally you can
create assignments.
Communities are mainly classified into two categories:
• Catalog Communities: Created and managed by learning administrators.
• Self Service Communities: Created and managed by employees or managers. You can configure
which employees (if any) have the ability to create self service communities and which ones can
leverage community assignments.

Catalog Communities
As a learning administrator, you can create and manage catalog communities in the administrator work area
from the Learning Catalog page on the Communities tab (if you are granted the privileges). The catalog
communities for which you have access will appear here. Self service communities (even those you may be
a member or a manager) will not appear here.
Community Catalog
The community catalog is where community managers can add learning items for the easy access of their
community members. You can add any type of learning item to the catalog including courses,
specializations, videos, and tutorials. Additionally, as a manager of a community, you can publish self
service videos and tutorials on behalf of the community. You can add these items as though they were
published by the community and not as an individual. In the community settings, community managers can
enable the option for non-managers to contribute to the community catalog.
Note: Voluntary members and Required members can search for and add learning items into the
community catalog.
Community Membership
Communities have three access levels controlling how the user can engage with the community:
• Community Manager: Allows you to manage the community catalog and membership. Additionally,
distinct privileges control the ability to manage required members.
• Voluntary Member: Allows you to access the community’s learning catalog and discussion forum.
• Required Member: Allows you to access the community’s learning catalog and discussion forum.
Additionally you receive assignments created within the community.

Membership Role
As a community manager, you can:
• Add and remove required or voluntary members to an open or closed community. Required
members receive required assignments, which must be completed before the specified date.
• Approve and decline member requests on closed communities.
• Change community members to required community members (if they are your team members or
people in your area of responsibility).
• Add existing members and required members as community managers.
• Add non-members as community managers. The application also includes them as regular members
of the community.
Note: You can verify the role changes in the Membership content area.
Members can leave the community voluntarily at any time, whereas the required members cannot leave the
community on their own. Community managers can leave a community voluntarily (unless they are also
required members).

Community Assignments
Community managers can create and manage required learning assignments on behalf of the community.
When such assignments are created, only the required members of the community receive them. The
community manager requires a distinct privilege to use this feature of the community; however, when
granted, it gives them the authority on the required members of that community regardless who added them.
You can manage assignments within the community itself. If you are a learning administrator, you can
manage the assignments in the administrator work are (similar to all other assignments).
The required members can access their assignments directly from within the community itself, and also from
their Current Learning page (which is similar to all other assignments). Lastly, when the community creates
community assignments, you can configure them in such a way that only the current required members
receive them; or you can include future required members automatically who are added to the community.
Automating a community can make it more powerful and much easier to maintain. Automating a community
is about automating the learning assignments (through learning initiatives) inside a community.

Community Assignment Workflow
Automated:
Add new Required Assign existing Required
Flow 1: Members Content (1) to new Required
Members
Set “Assign to new Automated:

Make content Required Members”, Assign content to all
Flow 2: required Start Date, Due Days existing Required
and Stop Date (2) Members
(1): For content where “Assign to new required members” is selected

(2): “Stop Date” only set when “Assign to new required members” is selected
For a Community Assignment there are actually two flows and although they interact they are done
separately and can be performed by any manager of the community.
• Flow 1: Add new “Required Members” – Simply assign existing members the “Required Members”
status or mark new members with this status from the beginning as they are added. Then
automatically the system will assign existing required content to new “Required Members”. It should
be noted that this is for content where “Assign to new required members” is selected.
• Flow 2: Make content required – After the content is made required, set the parameters “Assign to
new required members”, Start Date, Due Days, and Stop Date (it is important to note that “Stop
Date” is only set when “Assign to new required members” is selected). When the Community
Manager has performed this, then automatically the system will assign content to all existing
“Required Members”.

Self Service Communities
Learners and managers have the ability to create and manage their own learning communities. However,
even if they do not have a community to manage, they can still participate in learning communities created
by other people as members or managers.

My Learning Communities
Community Card Information Description
Community Name Name to represent the community
Branding Image An image that signifies your community
Number of member requests Drill down from here to the community Membership
content area and review the membership.
Number of newly published learning items Drill down to the community Catalog content area and
view the items.
The learning type icon Indicates if the learning item is a video or tutorial
<Days> added Number of days since the item was added to the
community
On the Learning page in My Learning Communities area is where you can view and track the
communities you manage and communities of which you are a member. Your communities are listed as
cards in the following categories:
• Communities Managed : The communities you manage.
• Communities Pending Join: The communities where your join request is waiting for approval by
the community manager.
• Communities Joined: The communities in which you are a member.
Communities with the latest activity or notifications are prioritized and listed first. Communities that are
pending approval are ordered based on the join request date starting with the earliest one.

Community Parameters
Communities have three privacy settings:

• An Open community enables any learner to search for the community, view its learning catalog, and
join the community.
• A Closed community enables any learner to search for the community, but not view the learning
items. You can request to join and view the catalog.
• A Secret community is accessible to only members and managers from the Learning page in the
My Learning Communities area. Secret communities cannot be searched.
A Community Manager can set member contributions to either:
• Enabled: All the community members can publish learning items in the community.
• Disabled: Only the community managers can publish learning items in the community.

Community Example
Light Foot Running Shoe Community

• Members: Employees in the Shorts Sales org; employees in the T-Shirt Sales org;
Leader team
• Required Members: Employees in Shoe Sales org; Employees in the Shoe R&D org
• Community Content: LFRS 2.0 Spring Sales video; LFRS 2.0 Data Sheet; LFRS 1.0
Data Sheet; Customer feedback document; 2018 Corp Catalog Training;
• Assignments
– LFRS 2.0 Spring Sales video: Current and new Required Member until Aug 1
– LFRS 2.0 Data Sheet: Current and new Required Members
The Community name is “Light Foot Running Shoe Community”

Members: (Might have an interest in the content, but it is not their primary focus)
• Employees in the Shorts Sales organization
• Employees in the T-Shirt organization
• Leader Team
Required Members: (Primary focus and needs to keep on top of the latest happening in the shoe business)
• Employees in Shoe Sales organization
• Employees in the Shoe R&D organization
Community Content: (Items that the entire community can view)
• LFRS 2.0 Spring Sales video
• LFRS 2.0 Data Sheet
• LFRS 1.0 Data Sheet
• Customer feedback document
• 2018 Corporate Catalog Training
Assignments: (Sent to “Required Members” of the Community)
• LFRS 2.0 Spring Sales video; Current and new “Required Members” until August 1st (Sent to current
“Required Members” and to future “Required Members” up until August 1 as the Spring Sale video
will no longer be as relevant after August 1st.)
• LFRS 2.0 Data Sheet; Current and new “Required Members” (Sent to current “Required Members”
and future “Required Members” without ending)

Summary
• Define Communities
• Explain Catalog Communities
• Explain Community Assignments
• Discuss Community Assignment Workflow
• Explain the My Learning Communities Page
• Discuss Community Parameters
• Review a Community Example

Practices
• 18-1: Creating a Community

A
HCM Data Loader

Uses for HCM Data Loader
• Classroom Resource
• Course Offering Pricing Defaults
• Course
• Instructor Resource
• Learning Record Activity Attempt
• Legacy Learning Item
• Offering Custom Pricing
• Specialization
• Assignment Status Updates (Completed to Delete)
HCM Data Loader is a powerful tool for bulk-loading and maintaining data. The data can be from any
source. You can use HCM Data Loader for data migration, ongoing maintenance of HCM data, and
coexistence scenarios, where core HR data is uploaded regularly.
Assignment Status Updates
HDL provides the ability to update an assignment specialization status from Completed to Delete in special
cases and always from Withdraw to Delete. HDL prevents a course assignment from going from completed
to deleted in specific cases when there are multiple offering assignments. Added support to allow an offering
to go from complete to delete for voluntary and required assignment types. The legacy learning record
object has validations, so users are not creating data in HDL that can't also be created via the Oracle
Learning Cloud user interface. Legacy records are only included to display historical learning completion
data on learner transcripts, and shouldn't be in active or recommended status.
Oracle HCM Cloud: Learning A - 2

HCM Spreadsheet Data Loader
You can load data to the HCM Data Loader stage tables from either a data (.dat) file or a spreadsheet. Your
approach mainly depends on how often you load data and the complexity of the data being loaded.
Spreadsheets offer many advantages, such as:
• Spreadsheets are easy to use.
• You can enable business users to load data for selected objects from spreadsheets.
• You can create spreadsheet templates and generate spreadsheets tailored to your business case.
- For example, you can omit attributes, change attribute order, change attribute labels, and add
help text. You can also define different templates for creating and maintaining the same
business objects.
• You can save data periodically from a spreadsheet to the stage tables. Therefore, you can load large
volumes of records without being prevented by limits on spreadsheet size.
• Errors are reported in the spreadsheet, and you can correct them there.
• You can mix your use of spreadsheets with use of .dat files.
- For example, you can load data from a spreadsheet, but maintain it using .dat files.
• You can use spreadsheets to delete data.

• In specific cases, spreadsheets are the better option. For example, to load an element entry for an
element with 5 lines from a .dat file, you supply:
- One record for the element entry
- One record for each name and value
In a spreadsheet, you supply just one spreadsheet line where the values are individual columns on the
same line.
Note: To view this page in the system: Login as a Learning Administrator > My Client Groups > Data
Exchange > Open the Tasks panel in the HCM Spreadsheet Data Loader section and click Manage
Spreadsheet Templates > Click Create > Click the Business Object field and scroll to the Learning
objects.

Additional Resources
• Loading Legacy Learning Items: Examples

• Oracle Human Capital Management Cloud Integration with HCM
• Oracle HCM Cloud: Implementing Learning Guide
Loading Legacy Learning Items: Examples

• https://docs.oracle.com/en/cloud/saas/applications-common/r13-update18a/faihm/loading-worker-
related-objects.html#FAIHM2789618
Oracle Human Capital Management Cloud Integration with HCM
• https://docs.oracle.com/en/cloud/saas/applications-common/18c/faihm/index.html

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Oracle HCM Cloud: Learning

Learn more from Oracle University at education.oracle.com

Gretchen Burkholder Disclaimer

Third-Party Content, Products, and Services Disclaimer

4 Access Control and Access Groups

5 Learning Catalog and Items Overview

6 Catalog Resources: Self-Paced

7 Setting up Courses, Offerings and Activities in the Learning Catalog

8 Creating Instructor-Led Resources and Training

9 Virtual Instructor-Led Training

10 Requests and Assignments

11 Approvals, Waitlists, and Managing Learners

12 Initiatives and Advanced Assignment Rules

14 Learning Outcomes and Prerequisites

16 Assessments and Evaluations

A HCM Data Loader

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• To set up and configure the Oracle HCM Cloud Learning product.

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Oracle HCM Cloud: Learning 1 - 2

After completing this course, you should be able to:

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Oracle HCM Cloud: Learning 1 - 3

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Oracle HCM Cloud: Learning 1 - 4

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Oracle HCM Cloud: Learning 1 - 5

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Oracle HCM Cloud: Learning 1 - 6

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• Introduce Oracle Learning Cloud

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Oracle HCM Cloud: Learning 2 - 2

Global Payroll Taleo Enterprise

Workforce Global Payroll Recruiting

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Oracle Human Capital Management

Oracle HCM Cloud: Learning 2 - 3

Oracle HCM Cloud: Learning 2 - 4

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Oracle HCM Cloud: Learning 2 - 5

In the View dropdown menu, select Implement.

Oracle HCM Cloud: Learning 2 - 6

Learning Page Displays My Activity Compliance Training

Informal Knowledge Sharing Career Development Training

Ratings and Recognition Catalogs and Content Import

Managing and Tracking of Learning Communities and Social

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Oracle HCM Cloud: Learning 2 - 7

Oracle HCM Cloud: Learning 2 - 8

Formal vs. Informal Content: Formal content is pre-packaged course material

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Oracle HCM Cloud: Learning 2 - 9

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Oracle HCM Cloud: Learning 2 - 10

Self-Service Catalog Formal Learning Catalog

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Oracle HCM Cloud: Learning 2 - 11

Formal Learning Catalog

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Oracle HCM Cloud: Learning 2 - 12

Oracle HCM Cloud: Learning 2 - 13

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