A conversation on e-learning

1. A conversation on e-learning John Stinson Ohio University Without Boundaries

2. Industrial to Knowledge Age • Dominant Technology: • Machine to Computer • Primary Output: • Goods to Information • Strategic Resource: • Capital to Knowledge • Primary Energy Resource: • Fossil Fuel to the Mind

3. Knowledge Age • Is Intellectual Capital the most important resource? • How will Intellectual Capital be constantly renewed? • Continuously available any-time, any-place learning.

4. Tapscott - Digital Economy • Increasingly, work and learning are becoming the same thing • Learning is becoming a lifelong challenge • Learning is shifting away from formal schools and universities

5. Continuous Learning • Evolution • Corporate Education • CoP -Interclass, YPO, etc • Higher Education

6. A Vision for E-learning in America's Workforce • A report of the Commission on Technology and Adult Learning • Presents a vision of learning that is largely inconsistent with the compartmentalized batch mode approach typical of higher education

7. A Vision for E-learning in America's Workforce • Learning is geared to the needs and interests of the individual learner and is integrated into virtually all aspects of the individual’s work and life. • Control of the learning process shifts from institutions to individuals, who assume greater responsibility for developing their skills and knowledge.

8. A Vision for E-learning in America's Workforce • Technology that supports e-learning makes it possible to customize and personalize content and delivery to match individuals’ learning styles, experience and skills. • Learning is a continuous process of inquiry that keeps pace with the speed of change in business and society, rather than generic instruction based on set curricula.

9. What is e-learning • …and how does it work?

10. What’s wrong with… • …this site • http://www.emind.com/catalog/detail.cfm?CID=133

11. Bad E-Learning (Schank) • Read text; press button for next page • Read Lots of text; answer questions at end • Read Text; make choice from numbered list; receive score • Read Question; answer;get feedback • Take test immediately;receive score;get feedback

12. E-learning mistakes (Schank) • Telling the right answer • Trying to imitate paper based training • Thinking hearing means knowing • Thinking counting right answers is assessment • Telling the right answer when you are wrong • Thinking that describing a situation substitutes for being in that situation • Thinking that selecting an answer substitutes for doing

13. Good e-learning • Is learner centered • Engages the learner • Varies the way content is presented • Allows multiple paths - learning styles • Provides immediate feedback • Encourages interaction with others • Is technologically simple intuitive for user

14. Good e-learning • Enables access to global expertise • Involves collaboration with others • Requires inquiry, excursion, and construction • Enables learning at the upper levels of Bloom’s Taxonomy

15. Success Factors • When e-learning and classroom learning are blended • E-learning can be effective in teeing up face-to-face interaction by ensuring information transfer and basic skills beforehand. Physical classroom learning is ideal for informed discussion, rather than the delivery of basic information.

16. Success Factors • When the emphasis is on interactivity • E-learning without interactivity is a lot like reading. The more interactivity, the better the e-learning. Interactivity refers to interacting with the content material as well as interacting with the instructor and peers.

17. Success Factors • When e-learning can do something better than the classroom can • E-learning can be effective if it can offer opportunities that are difficult to duplicate in the classroom, such as a realistic simulation.

18. Success Factors • When learners are pulled, rather than pushed, into e-learning • E-learning is more effective if learners are pulled into e-learning with easy-to-use interfaces and convenient chunks of instruction. Pushing them is tough and not much fun.

19. Success Factors • When an e-culture exists or is desired • E-learning can thrive if it aligns with an e-culture. E-learning can help drive an e-culture, and an e-culture wants to learn electronically. • When speed is important • E-learning can be helpful if the speed of information is important.

20. What’s wrong with… • …what we’re doing?

21. E-learning benefits • Decreased costs • Any-time, any-place - JIT • Consistent message • Self-paced • Easily updated

22. Problems with e-learning • Persistence rate • Ambiguity • Feelings of isolation • Technological issues

23. Selecting content vendors • Content scope • Instructional design • The learner experience • Flexibility and accessibility • Experience and expertise • External validation

24. Buying Courses • Is the curriculum structure logical and complete? • Are the courses user-friendly and easy to navigate? • Are the courses engaging and interactive? • Do courses use effective instructional design? • Do courses meet your learning objectives? • If needed, can the courses be customized?

25. Buying Courses • What are cost and maintenance implications? • How often is course content updated? • What is the review process for course development? • Can you replace courses based on learner usage and changing business needs? • What special features do the courses offer? For example, do the courses create a paper record or support online note taking?

26. Building courses • Do you have the instructional design expertise? • Where do you get the content? • Do you have the technological expertise? • Do you have the necessary technology? • Can you afford the investment?

27. Change Issues - Students • Ambiguity & frustration • Balancing different learning environments • Do students "know" what they have "learned"

28. Change Issues - Faculty • Discipline focus vs. holistic perspective • "Coveritis” • Input orientation to outcomes orientation • Teaching orientation to learning orientation • Loss of instructor control

29. Change Issues -Administrative • Faculty governance • The classroom • Class structure • Faculty workload • Academic calendar

30. To introduce e-learning • Look for champions • Encourage • Do rapid prototyping - focus on speed and quick wins • Don’t try to overcome resistance - go with the horse that pulls • Don’t go large scale

31. Future - Technology • Portable computing devices • Wireless • Tele-immersion - 3D imaging • Flat screen - LCD to OLED • Flat pad teleconferencing • Holographic simulation