Bells and whistles do not equal interactive learning

Most of us are familiar with versions of the Learning Pyramid developed by the National Training Laboratories. You can see an example of it at http://siteresources.worldbank.org/DEVMARKETPLACE/Resources/Handout_TheLearningPyramid.pdf The key message is – the more we participate in the learning, the more we retain. You will notice that ‘audio-visual’ is listed as a passive teaching method – […]

newspaper2 reduced

We want eLearning – now what? Part 4 – Expertise and skills

This is the fourth of a six part series on how to implement eLearning. Once you know what you want to implement, the success of the eLearning will depend on having people with the appropriate knowledge and skills In February 2011, the Flexible Learning Advisory Group published the report – Enabling workforce development – insights […]

We want eLearning – now what? Part 3 – The applications

This is the third of a six part series on how to implement eLearning. When you have a picture of your organisation’s requirements, it’s time to get to know the eLearning technology. You need to know something about the applications and their cost before you can establish the business case. The important thing to always […]

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 […]

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 […]

The impact of design in eLearning

The design of learner control and the aesthetic design impact on learning achievement and the value of online learning. Higher levels of interaction in online learning permit greater flexibility for the learner. However, too much freedom can disorient and frustrate the learner. Too little control precludes reflection and higher order thinking and further frustrates the […]

Dollars

Does online learning save an employer money?

Online training can save an employer money – sometimes. In my experience, one hour of online training can require, on average, about 100 hours of development. The actual time is dependent on the degree of computer-based interactions and the amount of multimedia, such as video, audio, and Flash. The more it includes, the longer it […]

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, […]

Valuing eLearning

The use of e-learning by employers is increasing. In the 2010 E-learning Benchmarking Survey, 50% of Australian businesses reported that they were using e-learning. In addition, 60% said they expected to increase their use of e-learning and 85% would encourage their employees to use it for training. The majority of employers surveyed believe that e-learning […]

Step up to the plate of eLearning

So if it’s no longer ‘if we will do eLearning but how well we will do it’ what does this mean going forward? This means we need to step up to the plate of eLearning. As the saying goes if we keep doing what we’re doing, we’ll get what we always got. If we use […]