zen and the art of e learning con verge 0912
DESCRIPTION
A tongue in cheek look at lif\'e\'s mysteries particularly e-learning with three universal truths to guide practiceTRANSCRIPT
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4 December 2009conVerge 09
Zen and the art of e-Zen and the art of e-learninglearningor making the e stickor making the e stick
Clint SmithDirector
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LearnWorksLearnWorksan enquiry into quality
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maintenance
mindset
quality
in the moment
classic v romantic
“stickability”
value
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Adding valuesupporting e-learners
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Supporting e-learners in workplacesIndustry Integration of E-learning project Feb 2009
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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
Michael Leimbach
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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
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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
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Organisational characteristics- % improvement in outcomes
• manager support 10–67%• clear job relevance 8–37%• work/learning culture 5–20%
Getting learning to work
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Three stages of support Industry Integration Project
before
during
after
stage
recruit
support
apply
purpose
UPTAKE
COMPLETION
IMPACT
result, measure
transfer of learning
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• Self-pacedindividual, computer-based, auto-assessed, no trainer
• Self-paced plus personal supportfrom coaches, mentors, supervisors, champions etc
• Self-paced + face-to face (BL 1.0)add a conventional trainer with training room
• Facilitated online group learningusing an LMS, web conferencing, other comms tools
• Blended e-learning 2.0any mixture of these
Types of workplace e-learning
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• Self-paced + personal support 47%
• Blended learning 37%
• Self-paced + face-to face 31%
• Self-paced 35%
• Facilitated online groups 13%
How much of which?
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Why use facilitation (online or face-to-face)?
• assessment requirements 63%• some people prefer group learning 50%
• support for less self-directed learners 41%• course outcomes need group interaction 39%• right self-paced courseware not available 39%• courseware not motivating enough 37%
• learner IT skills low or variable 32%• use existing training materials 28%• learner literacy/numeracy levels low 22%
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Do you need facilitation?
Guidelines for supporting e-learners in workplaces Feb 2009 http://industry.flexiblelearning.net.au/
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Which support strategies do you need?
before…
during…
… after the training
Model 3: Selecting strategies to support workplace e-learners
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Checking learner readiness
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Checking learner readiness
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Not only• trainers• online trainers/facilitators
Who provides support?
but also• supervisors/line managers• technical staff, IT• managers/HR• e-learning champions (at business sites)• e-learning project managers (industry or business level)• RTO e-learning consultants/mentors• content experts• courseware designers and developers• workmates, colleagues
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Smith’s first law of e-Zen™
quality content
+
quality support
value
=
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Making it stickembedding e-learning
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Survey: 2008 E-learning Innovations projects
• $5.3 funding for 140 projects
• approx 50% for business-provider partnerships
• survey in June 2009 to review impact and embedding of innovation
• research and review by LearnWorks
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Embedding innovation: follow-up deliveryRTO survey: What direct delivery follow-up has there been?
Survey: 2008 E-learning Innovations projects
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Embedding innovation: sustaining teamsPartner survey: Have you used your 2008 team to support other e-learning initiatives?
Survey: 2008 E-learning Innovations projects
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Impact of innovation: business developmentRTO Survey: To what extent did each of these goals apply to your 2008 project?
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Strategies for embedding (e)innovation
• Teambuilding: retain teams to implement other initiatives
• Benchmarking: measure your e-progress
• Market research: check the demand for e
• Repertoire: extend your e-learning tools
• Planning: integrate e-learning in other plans
• Upskill: build your staff e-capability
• Support: resource e-mentors or champions
• Fund: investigate other sources and models
• Partner: make alliances to build scope
• Prepare: build learner e-skills and awareness
Embedding checklist, Victoria, 2008
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Embedding innovation: other strategiesPartner survey: has your organisation used any of these strategies to leverage the impact of your 2008 innovation projects?
Survey: 2008 E-learning Innovations projects
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Embedding innovation: marketingPartner survey: which strategies have you used to make your project known?
Survey: 2008 E-learning Innovations projects
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Smith’s second law of e-Zen™
more delivery
+
clever maintenance
stickability
=
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Growing uptowarsd e-maturity
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http://www.elnet.com.au
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The six strands of the Towards Maturity model
E-learning maturity in the workplace – the benefits and practices Laura Overton and Helen Hills, Impact 1(1), Sydney: ElNet
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Descriptors of strands in the Towards Maturity model
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Self-assessment statements around workplace e-learning maturity
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Maturity profile of sample
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Changes with maturity
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Smith’s third law of e-Zen™
clever e-solutions
+
demonstrated value
e-nirvana
=
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Clint SmithDirectorLearnWorksperformance design services
[email protected] 9528 53370410 569 386skype clintos2