e-learning goes mainstream: from e-learning to e-performance
TRANSCRIPT
5 December 2008conVerge 08
E-learning goes mainstreamFrom e-learning to e-performance
Clint SmithDirectorLearnWorks
Overview
• The rising tide of e
• Getting blended
• Getting integrated• Getting results
e
And how much e is happening?
E-learning uptake is on the riseSource: Australian Flexible Learning Framework, Benchmarking Survey 2007
7%
17%
29%
0%
5%
10%
15%
20%
25%
30%
35%
40%
2001 2002 2003 2004 2005 2006 2007
% o
f VET
act
ivity
that
invo
lves
e-le
arni
ng
41%
Uptake of e-learning by provider type
18% 11% 11% 27%15% 18% 31%31%0%
5%
10%
15%
20%
25%
30%
35%
TAFE Private/Enterprise/Other
Community School
2006
2007
2006 Average (17%)
2007 Average (29%)
Uptake of e-learning by state/territory
13% 25% 14% 10% 22%41% 16% 10% 44%26%0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
NSW VIC QLD WA SA
2006
2007
2006 Average (17%)
2007 Average (29%)
2008 54%
And e-learners just wanna do more business
Speaking of business …
Main findings…
Where are you up to?Business case, exploring options
Just starting, pilot courses
Many courses, more to do
Main delivery mode
Over next 5 years?
So what’s so good about e?Reach remote locations
Reduce costs
Train more in shorter time
Provide evidence of due diligence
Work at own pace
Fills gaps from lack resources
Getting blended
Blended e-learningIndividual solutions: range of tools to fit the purpose, combining types, building the repertoire of delivery options
Types of corporate e-learning
E-trainingSelf-paced, individual computer-based training (courseware, LMS)
Blended learningIndividual e-training + face-to-face in groups
Facilitated onlineInstructor-led groups (LMS, virtual classroom)
Informal learningSupported web-based collaboration (Web 2.0)
And the models…
and more models…
The Aussie cookbook flexiblelearning.net.au/designing
What e-learning strategies are available? What do they look like? How can you use them in training?
What are the main delivery options for e-learning?How do you design an e-learning course?
Recipes for blending
Some benefits from blended, facilitated e-learning(from workshop responses in 4 states and territories)
• High retention and completion• Variety of content• Wider range of tools• Wider reach/markets
(flexible, accessible)• Wider range of clients
eg cater low SDL skills • Online learning-to-learn skills• Highly individualised support• Strong peer-to-peer support• Ongoing communication
(community of practice)
Getting integrated
Getting strategic
• RPL (eg TAFE VC tools)• Portals (staff, student)• Project management (eg SharePoint)• Assessment (eg Swinburne STELLAR)• CRM
Getting more infra
Hey provider dude, what cool digital-savvy services have you got for me:
• before I enrol
• when I enrol
• before the course
• during the course
• at the end of the course
• beyond the course
Chill, take your time: I got 5 seconds
Clint’s Little Red Book of Digital (Learner) Rights
Some homework? Contribute to…
At your e-service Linda Mitchell, ATC Sunshine
E-service levels
Managing clients (CRM)
Tracking your business
Getting results
1. Help them select courses2. Provide ratings on courses3. Provide a certificate4. Run a frequent learner rewards program5. Reward managers6. Provide guided tour (of courseware/system)7. Provide a demo8. Promote (newsletters, articles, rewards)9. Provide learner support10. Use multiple techniques
10 tips to recruit e-learners
That is, information, incentives and advice promote bribe cajole
How do you get learning to work?Meta-analysis of research assessing value of training
Wilson Learning ILDP Forum, Sydney 2008
Learner readiness
Organisational characteristics
Assess Prepare Learn System
Mea
sure
impa
ct
Alig
n or
g ob
ject
ives
Strategies to develop learner readiness- % improvement in outcomes
• motivate to use 10–49%• motivate to learn 8–42%• link to career 5–57%• build self-efficacy (belief in ability) 5–25%
Getting learning to work Michael Leimbach
Strategies in design of the delivery- % improvement in outcomes
• realistic practice 10–22%
• goal setting 7–18%
• reviewing (tips, reminders) 10–12%
Getting learning to work Michael Lembach
Organisational characteristics- % improvement in outcomes
• manager support 10–67%
• clear job relevance 8–37%
• work/learning culture 5–20%
Getting learning to work Michael Leimbach
Models for learner support in e-learning• What can you do to ensure learner readiness in
e-learning?• What e-learning delivery and management practices
increase completion and impact?• What methods and tools are most effective for learner
support?• How much support is enough (cost-benefit)?
Three stages of support Industry Integration Project
before
during
after
stage
recruit
support
apply
purpose
UPTAKE
COMPLETION
IMPACT
result, measure
transfer of learning
Learning transfer toolse-learning plus e-performance
Friday 5s forthill.com
Clint SmithDirectorLearnWorksperformance design services
[email protected] 9528 53370410 569 386skype clintos2