Four professionals in the talent development world come together to better understand the relational working relationship between subject matter experts (SMEs) and instructional designers (IDs) and the potential towards nuanced engagement and collaboration between the SMEs, between IDs, as well as between talent management leadership. The discussion focuses on a deeper understanding between the SMEs and IDs while nurturing a strong collaborative synergistic working relationship and maintaining a depth of intellectual respect. The subsequent outcome is the potential towards the strengthened quality of the collaborative work environment and the quality of the initial training product and long-term collaborative environment. The themes that naturally evolved through the participant engagement evolved around philosophical beliefs, engagement, comfortability, trust, and inverting the relationship depending upon the desired outcome.

The shift from face-to-face learning and talent development environments into virtual and online learning environments gives an opportunity to rethink what may be described as the essence of the course learning environment. The focus shifts from face-to-face controlled structures into a more participative storytelling framework that reflects social learning efforts. The essence of course engagement changes into a participative storytelling framework that embraces concepts highlighted by Gomez in his 10 commandments: brand essence; story world; design and development blueprint; obtain the creative talent; common resource that includes goals, mission, vision, and values; content matrix and cross-content progression; incentivized support; validation and reverence of socialized course engagement; participative storytelling framework marketing alignment; and array of participative engagement from online to blended to face to face. Reimagining Gomez's 10 commandments highlights the strength of participative storytelling frameworks within the essence of course engagement.

This discussion shares one working parent's experiences, as a parent aiding her daughter in an eLearning environment. In March 2019, the daughter's elementary school shut down due to COVID-19. Soon after, the schools began using Zoom and Schoology to help maintain a semblance of normalcy and a semblance of attempts towards continuing the learning process within a challenging cultural and sociological situation. What is shared is the parent's journey through which the parent struggled to sustain levels of normalcy in the home and the community. The focus of the discussion revolved around the school week, the school day, and school-based relationships, while also emphasizing the parent's voice through her perspective.

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This discussion shares one working parent's experiences, as a parent aiding her daughter in an eLearning environment. In March 2019, the daughter's elementary school shut down due to COVID-19. Soon after, the schools began using Zoom and Schoology to help maintain a semblance of normalcy and a semblance of attempts towards continuing the learning process within a challenging cultural and sociological situation. What is shared is the parent's journey through which the parent struggled to sustain levels of normalcy in the home and the community. The focus of the discussion revolved around the school week, the school day, and school-based relationships, while also emphasizing the parent's voice through her perspective.