لطفا منتظر باشید ...
What Have We Learned So Far?
In the world of e-learning, content is king. You will find that statement in most every book or article on the topic of e-learning. Expenditures for e-learning content far exceed the investments in technology and services. In the first wave of e-learning, most content consisted of quick, inexpensive, low-level, online learning design which produced e-reading page-turners-documents that were read online, with limited or no interaction and no dynamic exchanges. Learning materials were simply converted to online learning with little consideration of the difference between reading a book or manual, or viewing a PowerPoint presentation in a classroom with an instructor, and the self-paced, technology-supported opportunity posed by the e-learning capabilities available at that time. An illustration of this is found in one global organization's early efforts in the design and delivery of an e-learning program were focused on the enterprise-wide launch of a complex curriculum. This initiative had an aggressive strategy and implementation timeline. A small team of subject matter experts and new e-learning designers and developers were asked to design, develop, review, test, and deploy over sixty hours of e-learning content in less than six months. Needless to say, not enough time and resources were dedicated to instructional design and the outcome was a very text-based, page-turner style learning program, comparable to the first generation of computer-based training (CBT) with the green screens. Every employee in the organization was mandated to take this e-learning program and completion was required to receive a high performance rating and a related increase in compensation. Thus, there was a 100 percent completion rate for the program. However, a number of the learners in this organization were disappointed in the experience, and hesitant afterwards to engage in future e-learning courses even though they have vastly improved in quality and approach.The Hartford's Advice on Designing e-Learning*
"Develop high-quality, interactive programs to help overcome resistance with learners who may remember the "bad old days" of computer based training. Use media judiciously and verify that all media is educationally appropriate and necessary." * See Chapter 12:The Hartford
A different extreme was seen in the design and development of Las Vegas style e-learning, including clever images, splashy, trendy graphics, and an animated .gif on each screen. The expensive development using the latest and greatest technology was the major selling point. Quality content that improved performance and changed behavior was secondary. Learners in the first wave who engaged in these types of e-learning programs have also been sorely disillusioned. Lessons learned include the following: Content of an e-learning initiative must be valuable to the learner. Poorly designed e-learning content will discourage learners and make them resistant to taking future e-learning programs. Technological glitz cannot substitute for content. Underestimating the time and resources required to define, design, develop, and deploy high quality e-learning programs can negatively impact outcomes. In the current wave of e-learning design, the focus is on both quality content and quality learning experiences. Learning leaders, consumers, and learners are demanding it. They require content that satisfies the business needs and learning objectives, that it is relevant and applicable, and that it also is engaging and fun. Much has happened recently to improve the quality of the e-learning experience. To support standards of excellence in e-learning, the American Society for Training and Development (ASTD) has recently launched the ASTD Certification Institute, a certification program for e-learning courseware. Courses submitted are evaluated against a set of rigorous standards developed by the ASTD Certification Commission. To learn more, visit www.astd.org. Additionally, instructional designers have more experience and a better professional network to access for ideas and resources. Better tools and technologies are available to support the design and development of e-learning. Internet capabilities are more widely applied to support learning program deliveries. The technology infrastructure, including connection speed, is improving. In combination, all of these have contributed to a focus on blended learning models for e-learning.
Designing Blended Learning at Oracle Corporation*
"The original design process for converting the classroom materials to a blended format consisted of sitting down with a 'virtual cardboard box' of content from the classroom and reworking the materials. The team needed to decide what information, concepts, and skills must be covered in this limited face-to-face time. The result is that during a first week of training, students meet with instructors and their peers, learn basic concepts, and get started with basic skills, such as installing the software. The design team for the program was made up of one instructional designer and two instructors. We wanted to capture the instructor experience because the instructional components were of more interest to them than the content." * See Chapter 17: Oracle Corporation
