reporting models

We want eLearning – now what? Part 2

In the previous blog I talked about creating a picture of training in your organisation, focusing on four key areas. The first three were the learners, the learning environment and the technical environment. In this blog I would like to talk about the fourth focus area – the specific training requirements with regard to recording […]

picture

We want eLearning – now what? Part 1

This is the first of a six part series on how to implement eLearning. The first, and perhaps most important step, for implementing eLearning has nothing to do with the technology. It is understanding your training requirements and your overall business objectives. How will eLearning support your business goals? Will it be through the development of […]

eLearning lament

About 12 months ago, I assisted an organisation to enrol and support 26 of their staff in a Diploma of Project Management. The nine month program involved six workshops and the application of theory to a project in the workplace. The participants chose to participate. 23 of the participants have completed the Diploma by the […]

what goes wrong

From classroom training to eLearning – what goes wrong?

We were invited to view a new online course. It was created by an experienced classroom trainer and Flash developer. They were very excited because they believed it to be interactive and engaging. What we found was a course where most screens included ‘buttons’ to click on so that small chunks of text would appear […]

eLearning trends – quantity or quality?

Rapid development tools and applications such as iAuthor do not recognise the knowledge and skills needed to create quality eLearning. Their emphasis is on an application that can be used by anyone – quantity rather than quality. I can relate this trend to what happened to library and literature research in the 1990s. Prior to […]

How does online training compare with classroom-based training?

Research indicates that online training, when used alone, is not superior to classroom-based training. The overall learner achievement is similar. However, when both mediums are used together, they provide a significant improvement in learner achievement. (Center for Technology in Learning. Evaluation of Evidence-Based Practices in Online Learning: a Meta-Analysis and Review of Online Learning Studies, […]