อีเลิร์นนิ่ง คืออะไร? : What is e-Learning?

อีเลิร์นนิ่ง คืออะไร? : What is e-Learning?
โดย ผศ.ประชิด ทิณบุตร : อาจารย์ประจำสาขาวิชาศิลปกรรม มหาวิทยาลัยราชภัฏจันทรเกษม Personal website : http://www.prachid.com ,e-Mail : prachid@prachid.com ,Mobile Phone :0-89667-0091

คำว่า e-Learning ปัจจุบัน(2548)ยังไม่มีการบัญญัติศัพท์เฉพาะที่เป็นคำไทยอย่างแน่ชัด ลงไป แม้กระทั่งศัพท์ภาษาอังกฤษคำนี้ก็มีการเขียน/สะกดคำเป็นหลากหลายรูปแบบแตกต่างกันไป เช่น E-Learning, e-Learning, e-learning, E-learning, eLearning ,ELearning เป็นต้น

ผมลองเข้าค้นความหมายจากเว็ปไซท์ www.webopedia.com ซึ่งเป็นเว็ปไซท์ชื่อดังด้านการบัญญัติคำ ที่นิยามความหมายของศัพท์ทางเทคโนโลยีคอมพิวเตอร์ โดยพิมพ์คำสะกดทั้งหลายดังกล่าวเข้าสู่ระบบค้นคำ (Search)และค้นหาความหมายเข้าไป แล้วพบว่าระบบมีบันทึกคำว่า “e-learning” เอาไว้ด้วย ก่อนนี้เคยเขาไปค้นใน เว็ปไซท์ของ Merriam-Webster ดิกชันนารีชื่อดัง แต่แล้วก็...ไม่ปรากฏคำนี้ไว้เลย มาเจอใน webopedia .com นี้เอง เขาเขียนเป็นตัวพิมพ์เล็กทั้งหมดเลยครับและมีขีดคั่นกลางระหว่างคำด้วย ซึ่งพึ่งจะบันทึกเข้าไว้ในระบบฐานข้อมูล เมื่อวันอังคารที่ 9 เดือนพฤศจิกายน ปี พศ.2547ที่ผ่านมา พร้อมให้ ความหมายไว้ว่า “ Education via the Internet, network, or standalone computer. e-learning is essentially the network-enabled transfer of skills and knowledge. e-learning refers to using electronic applications and processes to learn. e-learning applications and processes include Web-based learning, computer-based learning, virtual classrooms and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM.*
e-learning was first called “Internet-Based training” then “Web-Based Training” Today you will still find these terms being used, along with variations of e-learning such as elearning, Elearning, and eLearning.
“ การศึกษาผ่านทางอินเตอรเน็ต เครือข่ายหรือทางเครื่องคอมพิวเตอร์เดี่ยวส่วนตัว ที่ไม่ได้ต่อเชื่อมกับระบบใดๆ แต่นัยแห่งสาระสำคัญของe-learningนั้นอยู่ที่สามารถกระทำการถ่ายโอนทักษะและความรู้ผ่านทางความสามารถ ของระบบเครือข่ายได้นั่นเอง ดังนั้นe-learningจึงเกี่ยวพันกันกับการใช้โปรแกรมประยุกต์อิเล็กทรอนิกส์และกระบวนการ วิธีทางการเรียนรู้ ซึ่งหมายรวมถึงการเรียนรู้ทางเว็ปไซท์หรือคอมพิวเตอร์เป็นหลัก ในลักษณะของห้องเรียนเสมือนจริง และหรือต้องอาศัยการร่วมกันกระทำการประมวลผลทางดิจิตัลนั่นเอง เนื้อหาสาระจึงอาจนำส่งได้อย่างหลากหลายสื่อ และช่องทางการสื่อสาร อาทิเช่นผ่านทางระบบอินเตอร์เน็ต เอ๊กตร้าเน็ต เสียง วิดีทัศน์ ดาวเทียม โทรทัศน์และซีดีรอม เป็นต้น
e-learning แต่แรกนั้นเราเรียกว่า เป็นการฝึกอบรมทางอินเตอร์เน็ตเป็นหลัก (Internet-Based Training ) จากนั้นเรียกว่าเป็นการฝึกอบรมทางเว็ป(Web-Based Training) และปัจจุบันนี้เราท่านก็ยังคงจะต้องมาค้นหา คำและความหมายที่จะใช้กันต่อไปอีกว่าจะใช้คำเขียนว่า Elearning,eLearning กันดีหรือตกลงกันต่อไปว่า จะใช้อย่างไร เพราะในความเกี่ยวข้องมีมากมายและมีอีกหลายทิศทางของสื่อที่จะพัฒนา ต่อไปอีกในอนาคต.....”

ครับ..ก็ยังคงสรุปไม่ได้แน่ชัดลงไปอยู่ดี ว่าจะเอายังไงกันแน่ ผมอ่าน/แปลแล้วนึกว่าจะสรุปได้ แต่ยังมาทิ้งท้ายไว้อีก ก็คงต้องหาความหมายกันต่อนะครับ ในอินเตอร์เน็ตยังมีการนิยามและการเขียนคำ อันเกี่ยวข้อง ของ e-Learningไว้มากมาย บางทีก็เหมือนกัน ไม่รู้ว่าลอกกันมาเหมือนบ้านเราหรือเปล่า ดูคำนิยามต่อไปนี้ครับ เหมือนกันเลย

คำจำกัดความและความหมายของ e-learning ที่มีอยู่ในเว็ปไซท์ (Definitions of e-learning on the Web) ได้มีผู้ให้ความหมายไว้มากมาย ผมจึงอยากรวบรวมมาไว้ให้ทราบและอ้างอิงเพื่อประกอบกับความเข้าใจร่วมกันไว้ณ ที่นี้ เช่น “Education via the Internet, network, or standalone computer. Network-enabled transfer of skills and knowledge. e-learning refers to using electronic applications and processes to learn. e-learning applications and processes include Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM.”(www.learnframe.com/aboute-Learning/glossary.asp)
คำจำกัดความที่ยกอ้างอิงมานี้ พอจะสรุปได้ว่าเป็นการให้การศึกษาความรู้ผ่านระบบอินเตอร์เนต, เครือข่าย, หรือที่มีอยู่ในเครื่องคอมพิวเตอร์ส่วนบุคคลทั่วไป ความสามารถของระบบเครือข่ายทำให้เราสามารถถ่ายโอน ความรู้และทักษะความชำนาญต่างๆได้. e-Learning โดยทั่วไปจึงมักอ้างอิงความหมายว่าเป็นกระบวนการใช้โปรแกรม ประยุกต์ทางอิเล็กทรอนิกส์มาใช้เพื่อการเรียนรู้ ซึ่งมักจะเรียกชื่อแตกต่างกันไปในกระบวนวิธีการ(Process)ของ ระบบการเรียนรู้ มีความหลากหลายรูปแบบ(Form) หลายลักษณะ(Type)และชื่อเรียก(Name) ดังเช่น การเรียนรู้โดย ผ่านทางฐานข้อมูลที่อยู่ในเว็ปไซท์(WBL:Web-based learning) การเรียนรู้ผ่านทางคอมพิวเตอร์(CBL:computer-based learning) การใช้ระบบสร้างห้องเรียนเสมือนจริง(virtual classrooms) และในรูปแบบลักษณะของการ ร่วมมือกันทำงานระบบดิจิตอลร่วมกัน(digital collaboration)นั่นเอง. รูปแบบของสื่อที่นำเสนอเนื้อหาเพื่อการเรียนรู้นั้น ก็สามารถกระทำเพื่อการเผยแพร่ได้หลากหลายรูปแบบและวิธีการ เช่นส่งผ่านระบบอินเตอร์เนต, intranet/extranet, เสียงหรือเทปวีดีโอ โทรทัศน์, และบันทึกลงแผ่นซีดีรอม เป็นต้น.

“Education offered using electronic delivery methods such as CD-ROMs, video conferencing, websites and e-mail. Often used in distance learning programmes.”http://www.mba.hobsons.com/sections/study_guides
/Global Glossary/glossary.htm">

จากคำจำกัดความที่ยกอ้างอิงมานี้ พอจะสรุปได้ว่าเป็นการให้การ ศึกษาเรียนรู้ โดยการใช้สื่อหรือนำวิธีการทางอิเล็กทรอนิกส์ เช่น ซีดีรอม การประชุมร่วมกันด้วยระบบการ ถ่ายทอดสัญญาณทางวิดีโอ เว็ปไซท์ หรือการใช้อีเมลมาเป็นส่วนควบ โดยทั่วไปแล้วมักจะใช้กับระบบการเรียน การสอนทางไกล.
“The delivery of content, via all electronic media, including the internet, intranets, extranets, satellite, broadcast, video, interactive TV and CD Rom. e-Learning encompasses all learning undertaken, whether formal or informal, through electronic delivery.”( www.ltsnhsap.kcl.ac.uk/site/resources/glossarykeywords.htm) คำจำกัดความที่ยกอ้างอิงมานี้ พอจะสรุปได้ว่า เป็นการนำเนื้อหาสาระผ่านทางสื่อหรือระบบ อิเล็กทรอนิกส์ทุกรูปแบบทุกวิธีการนำเสนอทั้งที่มีรูปแบบที่เป็นทางการและหรือไม่เป็นทางการ เช่นผ่านสื่อในระบบ อินเตอร์เน็ต อินทราเน็ต เอ็กซ์ทราเน็ต ระบบดาวเทียมสื่อสาร การถ่ายทอดสัญญาณด้วย สื่อทางวิดีทัศน์ โทรทัศน์ และซีดีรอม ในรูปแบบที่สามารถมีปฏิสัมพันธ์ระหว่างกันได้

ในประเทศไทยเราเองก็มีผู้รู้หลายท่านที่ได้ให้คำนิยามเกี่ยวกับ e-Learning ไว้มากมาย ที่น่าสนใจคือ
ดร. สุรสิทธิ์ วรรณไกรโรจน์ ผู้อำนวยการโครงการการเรียนรู้แบบออนไลน์แห่ง สวทช.(http://www. thai2learn.com) ได้ให้คำจำกัดความของ e-Learning ดังนี้
“การเรียนรู้แบบออนไลน์ หรือ e-learning การศึกษา เรียนรู้ผ่านเครือข่ายคอมพิวเตอร์อินเทอร์เน็ต(Internet) หรืออินทราเน็ต(Intranet) เป็นการเรียนรู้ด้วยตัวเอง ผู้เรียนจะได้เรียนตามความสามารถและความสนใจของตน โดยเนื้อหาของบทเรียนซึ่งประกอบด้วย ข้อความ รูปภาพ เสียง วิดีโอและมัลติมีเดียอื่นๆ จะถูกส่งไปยังผู้เรียนผ่าน Web Browser โดยผู้เรียน ผู้สอน และเพื่อนร่วมชั้นเรียนทุกคน สามารถติดต่อ ปรึกษา แลกเปลี่ยนความคิดเห็น ระหว่างกันได้เช่นเดียวกับการเรียนในชั้นเรียนปกติ โดยอาศัยเครื่องมือการติดต่อ สื่อสารที่ทันสมัย(e-mail, web-board, chat) จึงเป็นการเรียนสำหรับทุกคน, เรียนได้ทุกเวลา และทุกสถานที่ (Learn for all : anyone, anywhere and anytime)” (http://www.nectec.or.th/courseware/cai/0018.html)
จากที่อ้างอิงมาจะเห็นว่า e-Learning โดยทั่วๆ ไปมีการนิยามความหมายที่ตรงกันคือตัวย่อ e ไม่ว่าจะเป็นอี(E)ใหญ่หรืออี(e)เล็ก ก็สรุปได้ว่าเป็นเรื่องของเครื่องอิเล็กทรอนิกส์ แทบทั้งนั้น ส่วนคำว่า Learning นั้นก็คงไม่ต้องแปลแล้ว ส่วนจะเขียนจะสะกดคำเป็นภาษาอังกฤษว่าอย่างไรนั้น ก็เลือกใช้เอาตามใจชอบก็แล้วกันครับ ขอให้เราเข้าใจก็เป็นพอแล้ว แต่ที่เริ่มสังเกตเห็นกันมากขึ้นทั้งในและนอกเว็ปนั้นก็เห็นจะเป็นคำว่า e-Learning และ eLearning ประเด็นที่ควรจะให้ความสำคัญนั้นผมเห็นว่าน่าจะเป็นเรื่องของกระบวนการเรียนรู้ผ่านสื่ออิเล็กทรอนิกส์ มากกว่า เพราะว่าสื่อและกระบวนวิธีการเรียนรู้นั้น ครอบคลุมความหมายที่กว้างมาก กล่าวคือ จะหมายถึงการเรียนใน ลักษณะใดก็ได้ ซึ่งอาจจะใช้กระบวนการถ่ายทอดเนื้อหาผ่านทางอุปกรณ์อิเล็กทรอนิกส์ ไม่ว่าจะเป็นคอมพิวเตอร์ เครือข่ายอินเทอร์เน็ต อินทราเน็ต เอ็กซตร้าเน็ต หรือการถ่ายทอดสดทางสัญญาณโทรทัศน์ สัญญาณดาวเทียม ก็ได้ ซึ่งเนื้อหาสาระ อาจอยู่ในรูปแบบการเรียนที่เราคุ้นเคยกันมาพอสมควร เช่น วิธีคอมพิวเตอร์ช่วยสอน CAI(Computer-Assisted Instruction) การสอนบนเว็บ (Web-Based Instruction) การเรียนออนไลน์ (Online Learning) การเรียนทางไกลผ่านดาวเทียม(Distance Learning) การเรียนจากระบบวิดีทัศน์ตามอัธยาศัย (Video On Demand) เป็นต้น

โดยสรุปแล้ว ในปัจจุบัน คนส่วนใหญ่ก็เริ่มเข้าใจดีแล้วว่าเมื่อกล่าวถึง e-Learning ก็มักจะให้คำนิยาม หมายความ เฉพาะได้ถึงการเรียนเนื้อหาหรือสารสนเทศ ซึ่งแน่นอนว่าเขาออกแบบและจัดทำมาสำหรับการเรียนการสอน หรือ การ ฝึกอบรม ที่จำเป็นต้องใช้กับเทคโนโลยีของเว็บ (Web Technology) เพื่อถ่ายโอนหรือถ่ายทอดเนื้อหาสาระ ด้วยการอาศัย เทคโนโลยทางคอมพิวเตอร์ มีระบบการสื่อสารโดยตรงหรือที่เป็นเครือข่ายสามารถเชื่อมโยงกันได้ และมีระบบการบริหารจัดการเนื้อหาหรือสารสนเทศที่ต้องการ (LMS : Learning Management System) เพื่อการบริหารจัดการนำส่งเนื้อหา(CMS:Content Management System)ในองค์ความรู้ เหมือนกับงานและกิจกรรม การสอนของครูอาจารย์ในด้านต่างๆ ให้ดำเนินไปได้ เพื่อสามารถบรรลุถึงเป้าหมาย คือให้ผู้เรียนที่เรียนจากวีธี E-Learning นี้สามารถศึกษาเนื้อหาในลักษณะออนไลน์พร้อมกันได้หลายๆคน จากหลายๆสถานที่ และ/หรือแม้แต่เป็น การส่วนตัว เช่นการเรียนรู้ด้วยตัวเองจากแผ่นซีดี-รอม เป็นต้น
ฝากตอนท้ายด้วยนะครับว่า เมื่อทราบคำนิยาม รู้ความหมายแล้ว ลองสำรวจดูในบ้านบ้างว่า ท่านมี อี อะไรอยู่ในบ้านบ้าง หากมีอยู่แล้ว อย่าให้..อี learn..นิ่ง อยู่เลยครับ
ผศ.ประชิด ทิณบุตร
22/มีค.2548

E-Learning: The Second Wave

E-Learning: The Second Wave
By Craig R. Taylor
Even if you wiped out on the first wave, a second one is coming. Catch the ride.
There's a lot of talk in e-learning circles these days about the arrival of the "second wave." Granted, just trying to catch a ride on the first wave proved a challenge for some would-be e-surfers. But in nearly every facet of the e-learning movement, signs are that the next wave is coming. And in spite of gloomy reports and the shaky economy, the second wave may be rolling in faster than you think.
"The marketplace is shifting in maturity," says Tom Graunke, CEO of e-learning firm KnowledgeNet. "We’re beginning the second wave of e-learning. Buyers know what they want; now it’s all about deploying against their business needs."
It’s tempting to dismiss that as so much promotional rhetoric--cheerleading for a losing market. But if he and others are right, that the e learning world is evolving into a new phase, where are the telltales? If true, what changes can we expect, and what impact will they have?

In upstart industries such as e-learning, big ideas, experimentation, trial-and-error, excitement, creativity, and sometimes disappointment and frustration characterize the first wave of growth. It's all about trying to figure out what works and works best. As we’ve seen during the past two years, some ideas never succeed--regardless of how much time and money are invested. Bad ideas usually fail. Good ideas gain momentum and support, followers and advocates. From a macro perspective, the culmination of enough good ideas will ultimately reach critical mass, and the second wave is beginning to rise.
The second wave signals the arrival of greater standardization and the emergence of replicable processes. More and more people are adopting the good ideas and building on them. Norms are emerging. Winning ideas from instructional design methods to profitable business models are beginning to achieve broad support. Creativity, a key driver from the first wave will, in the second wave, improve best practices. It’s when all of those dynamics come together that the growth of a team, an organization, or an industry accelerates. For e-learning, the signs are all around us.
Architecting the second wave
For compelling evidence of the arrival of e-learning’s second wave, look first at the evolution of the standards movement.
"Standards will do more to accelerate the e-learning marketplace than anything else. Period," states an emphatic Tom McNulty, CEO of e-learning developer and publisher Element K.
To fully understand the impact that standards (such as SCORM) will have, it’s useful to view e-learning as three distinct segments:
content
services
technology.

During the high-octane days of e-learning’s first wave, content developers pursued multiple instructional design approaches using several distinct authoring tools. Meanwhile, technology companies such as Docent, Saba, and Click2learn were independently building sophisticated--and proprietary--learning management systems.
The now-familiar problem was that the different content formats didn’t easily connect within the available infrastructure systems. Lack of integration and interoperability across the systems became a frustrating situation for users--requiring unexpected time and energy in the launch of an e-learning project. A lot of people got burned. The technology certainly didn’t work like suppliers promised it would. It was over-promise, under-deliver to the minds of many early purchasers. Services teams had to come to the rescue to knit components together, adding more time and expense.
As standards become more refined and widely adopted, they'll go a long way to fixing all that. "Standards and interoperability," notes Graunke, will be "the single most critical elements in the success and adoption of e-learning in the future." It’s true that the standards initiative is still evolving, but the vision of widely available, seamless plug-n-play courseware is right around the corner. The ability to integrate content with platforms "should take hours, not months," adds Graunke.
King Content
One of the more frequently heard exclamations in e-learning is "Content is king"--a phrase borrowed from the high-growth days of the Net to differentiate the technologies being developed (the "pipes") from the content that users viewed on their screens. Financially speaking, content is certainly king. U.S. spending on e-learning content far exceeds the services and technology segments, with some estimates of content spending reaching US$8 billion or more by 2004.
The main point: No matter how sophisticated the technology is or how flashy the graphics and images are, it's the quality and relevance of the content to the business issue and learner objectives that win the day. Great content matters. In the traditional instructor-led world, one of the ways training and development programs differentiate, we have to admit, is in the skill of the instructor. We’ve all experienced a time when weak material in the hands of a gifted trainer still resulted in valuable knowledge transfer and skill acquisition. In the world of e-learning, weak content has no ally. It’s just weak.
Early on, too much poorly conceived and cheaply developed courseware hit the market, turning off a lot of people. Maybe you remember the term shovelware--a disparaging label used in the early days of the personal computer boom to describe cheap, abundant software titles. (Unless, like me, you bought of one the early Macs, in which case you had no-ware. But that’s another story.) The same notion applies here: Poor-quality programs have left many e-learners wary. In the second wave, quality will be paramount.
As the quality of content continues to improve, so will people’s expectations. Nick Payne, director of training for Dade Behring, one of the world’s largest clinical diagnostics companies, is an example of someone who knows what he’s looking for. Working with custom content developer Knowledge Anywhere, Payne has implemented a wide range of e-learning programs.
"I'm not interested in courseware that's based on simple branching, hyperlinks with pop-ups, or student evaluation based on multiple-choice or matching questions. Show me multiple-path active simulations, complex branching with high levels of constructivist activities, and methods for individual feedback--and you've got my interest," says Payne.
Content’s biggest movement, however, is learning objects--a powerful strategy enabled by the growth and adoption of the guidelines provided by the standards initiative. Breaking content into searchable learning nuggets lets them be configured in unique ways based on learners' needs and objectives. The result is the ability to move ever closer to personalized learning experiences.
Here’s a simple way to picture the power of learning objects. Imagine a big, brand-new box of Legos, which come in a wide variety of shapes, sizes, and colors. Yet, all snap together easily to magically form unique sculptures with individual meaning to the creator. Legos is a completely different concept than, say, a jigsaw puzzle, in which every piece fits in only one place and the completed puzzle can form only one picture. Learning objects are the Legos of e learning.
Learning objects will not only facilitate individualized learning, but will also promote big leaps forward in content customization. Though that thinking has been around for a while and much progress has been made, the technology is finally catching up with the vision.
Widening the circle
E-learning technology continues to evolve as suppliers search for every advantage possible in a tight technology spending market. Vendors continue to merge or combine forces, streamline and refine their product offerings, and introduce new features in an attempt to attract buyers. As a sign of strength in the market, new entrants continue to enter the space.
PeopleSoft, a leading provider of enterprise application software, took a long-expected step into the e learning space in July by purchasing a little-known LMS company called Teamscape.
"To be successful in today’s hyper-competitive markets, organizations are demanding the ability to integrate learning into all of their business processes to drive performance," says Doug Merritt, vice president and general manager, PeopleSoft Human Capital Management.
But only time will tell whether having all of the technology under one roof is what organizations really want and are willing to pay for. The prospects, though, are intriguing.
The technology of learning plays only a supporting role. What’s most significant about technology in the second wave isn’t the technology itself; it's that, as the technology improves and becomes easier to use, more people will give e-learning try. And as the collective experience improves, ever-broader audiences will embrace e-learning. Broadening the acceptance of e-learning by a wider and more diverse group of learners is the real opportunity for technology in the second wave. Clearly, e-learning has broken out of its early niche of catering mostly to computer training, but e-learning needs to keep proving itself in broad applications for diverse populations.
Learning portals were a hot idea during e-learning’s early years. Remember Headlight.com? The light went out. Early portals failed not because they didn’t have good content, competitive pricing, or reliable technology. They failed primarily for one business reason: They had little or no paying traffic. No volume. Trouble was, nowhere near enough people visited the sites to justify the advertising fees. There just wasn’t enough revenue to support the infrastructure. That could be changing.
Less than a year ago, Monster Learning was born out of Monster.com’s vision to become more than a successful job board. "We wanted to deliver career and life management help," says Dianna Henjes, vice president of Monster Learning. "What gets people from point A to point B is learning. People need to tie learning to something tangible, which is why we believe learning is tied to careers."
A lot of people appear to agree. More than 350,000 "seekers"--as Monster terms them--visit Monster Learning’s Website each month to review courses offered by a wide variety of content suppliers. Of those seekers, 32 percent click through to the content supplier’s information-request page, looking for more detail on the courses. Monster Learning’s big advantage is the ability to harvest traffic from the roughly 15 million visitors every month to Monster.com. But make no mistake: More than 110,000 people a month are requesting more information on e-learning programs, and Monster Learning is doing its part to help visibility. Recall the John Kennedy quote: "A rising tide lifts all boats."
Amy Finn, chief learning officer at Centra, shares the growing belief that the widespread adoption of e-learning is under way and that it will become a ubiquitous part of our lives.
"The technology is improving, and users will demand that it will be part of their world. It means ‘today’ to a lot of people," says Finn. She adds that people are realizing that "e-learning is applicable to so much more than learning." E-communication is part of the deal.
Wider acceptance is being fueled partly by the growth of the commercial market--using e-learning to train customers, distributors, and suppliers throughout the value chain. Michael Bleyhl, e-learning director for Invensys, a production technology and energy management firm with nearly 76,000 employees, worked with SmartForce to launch programs to a wide audience throughout its value chain.
To help gain acceptance, Bleyhl says Invensys "began using the technology to promote the technology. We set up virtual meetings to see it, and it was embraced once people saw it." That made it real, like "dropping people into the frame," he says. Programs like that--expanding e-learning beyond employees to distributors, customers and others--are changing the ground rules for ROI.
New meaning to ROI
Training and development professionals have long understood the importance of return-on-investment and the contribution of financial analysis in funding, launching, and sustaining training initiatives. Bringing to bear the analytical rigor that sells in the executive suite, however, is another matter. Sure, pockets of expertise exist. But, simply put, the learning profession has done a poor job of building core competence in quantifying the financial value and impact of most performance improvement efforts. "ROI is still an ugly issue," says Element K’s McNulty.
A focus on ROI doesn't mean just dollars and cents. Many industry leaders have argued against the knee-jerk response that saving money is the key driver of e-learning efforts.
"We need to remain focused on what’s mission-critical for the organization," says Kevin Oakes, CEO of Click2learn. Century 21, the big real estate firm, worked with Click2learn to "turn off instructor-led training" and offer sales training solely on the Web. Results have been impressive. Those sales agents trained by e-learning achieved a 33 percent increase in commissions compared with traditionally trained agents. Increased commissions are the result of increased sales so, in turn, everybody wins.
Another factor in the ROI equation is time. Speed is a well-known competitive advantage in business, especially now, and a frequent lament among training executives is that many e-learning projects take too long to execute. In tight economic times, expectations of acceptable returns may hinge as much on time-to-market measures as they do on long-term returns.
That said, financial payback is still hot on the radar screen of most financial analysts. For them, saving money is mission critical. It’s here where e-learning will make one of its biggest contributions. LMS technology and all its variants offer an unprecedented opportunity to track, monitor, quantify, and analyze performance variables that less than a decade ago would have been impossible to capture--much less put a value on. That's particularly true when the LMS is linked to other enterprise-wide systems in human resources, operations, or sales and marketing. Data gathering, measurement, and analysis--sweet spots for e-learning--are at the very heart of second-wave thinking and second-wave accountability.
Smoothie learning
E-learning pundits have floated the question of whether a time will come when we no longer distinguish between traditional training methods and all of the various e-learning approaches, saying it will just become "learning" again. Blended learning is a term now widely embraced--used to describe myriad combinations of learning experiences. That’s good news. The most exciting thing about the concept of blended learning may be that it gives us permission to combine learning ingredients in new and creative ways to satisfy the tastes of every learner. Just like making a smoothie.
Blended learning gives everyone the opportunity to shape programs to meet specific business needs and goals and to adapt to organizational cultures. "Our knowledge strategy is based on the learner becoming the focal point of learning," says Dade Behring’s Payne. "Our knowledge strategy is based on the deployment of knowledge in a blended learning format." His advice? "Don't even think of letting your organization believe e-learning is going to replace everything."
KnowledgeNet’s Graunke describes blended learning as "multiple formats that reach learners in ways they want to learn. It’s a combination of traditional instructor-led training with subsets of e-learning components such as self-paced and synchronous."
Making technology easier to use while increasing access helps. Mobile learning--nuggets delivered on PDAs or cell phones--is already in use at a few leading companies and will soon become more widespread. Centra’s Finn encourages us to "think out of the box on what’s possible." Imagine learning "with no time zones, no walls, no geography, no culture barriers."
The important discussions we need to have are not about which dimension of the e-learning movement--standards, content, technology, or access--will be more influential than another. Instead, the dialogue needs to be about the synergy of those forces--forces that will build strong momentum and help us ride the second wave. The confluence of learning and technology offer those of us lucky enough to be in the profession at this exciting, transformational time the opportunity to make a meaningful difference to the future of learning.
Paddle fast and take off. It’s going to be a fun ride.

Published: October 21, 2002

Craig R. Taylor is the senior vice president of marketing and business development for TalentKeepers, a leading employee retention firm headquartered in Orlando, Florida; ctaylor@talentkeepers.com.

10 Damaging E-learning

10 Damaging E-learning
MythsMarch 03, 2003
Stuart (woodyweb6@hotmail.com), Senior Learning Designer for a leading bespoke e-learning company.Maish Nichani (maish@elearningpost.com), elearningpost.
IntroductionMake no mistake about it, the e-learning industry is going through troubled times. The current economic climate isn’t conducive to providing top quality e-learning and there are mixed opinions about the success of this type of training.We can argue about the causes of this phenomenon forever. However, this article presents 10 damaging myths that we feel are contributing to the problems facing our industry. These myths seem to be spreading at an infectious pace. This list isn’t intended as a criticism of any existing e-learning company – we have tremendous admiration for anyone who works in this difficult industry. Rather, this list gives us an opportunity to look again at the assumptions and beliefs that have come to define our dealings with customers.
This list could be used to educate clients as they impact the outcome of our work considerably.
1. Volume = valueE-learning tends to be priced in terms of hours of learning content produced. Customers ask, "How much will it cost to produce a one hour e-learning programme?" Suppliers also talk in those terms: "we currently charge £10,000 per hour of e-learning, with reductions for volume". Here lies the danger: value is becoming equated with volume of content rather than the degree to which a solution meets the training need. This is generally leading to conformity within the industry and a reduction in quality.
Currently, it would be difficult for a supplier to make the following argument:"If we spend more time in the analysis and learning design of the project we can probably think of a way of meeting your training need in half an hour instead of an hour. However, because we need to spend budget on the extra thinking time, we still need to charge you for an hour. You still get a better solution though: your trainees will spend less time away from work and will probably get a more focused learning experience. You are paying for value or service, not volume."
We’re waiting for the day we can make that argument.
2. We are producing contentMany customers still approach suppliers with the question, "How much will it cost to turn this content into e-learning?" They think they are in the content delivery business instead of the 'improving user performance' business. The language that customers use also betrays this bias. They talk about ‘content producers’ and ‘scriptwriters’ rather than learning designers or instructional designers.
We wish clients would come to us and say, "How can we use e-learning to solve this performance issue?" This would set the focus firmly on people and performance rather than content. It doesn’t matter how much quality content I produce if it doesn’t lead to a change in learner knowledge, attitudes or behaviour.
However, this brings up the same problem as discussed previously: if customers want our learning designers to take the time to analyse their problem and devise a quality training intervention, then they either have to pay for this additional time or reduce the amount of subsequent content and production.
3. We must include all of the contentThis issue relates to the content-centred design problem. Customers frequently seem to believe that it is their duty to cram as much content as is possible within an e-learning programme. They don’t seem to realise that displaying content offers no guarantee that it will be understood, recalled and used in the workplace.
This just isn't so, and leads to overly long and cumbersome courses (especially, in my experience, when producing system training). We need to help customers understand that all content isn't equal and that learners are very unlikely to learn everything even after multiple visits. We should encourage the Usability approach of looking at the tasks to be learnt, and assessing their importance, frequency, type of use, etc. We can then decide which content to focus on in the training, which to have as reference material and which to exclude.
4. E-learning is a course replacementMost industry e-learning still takes the form of 'electronic books' that replace courses (or parts of courses in a blended solution). E-learning has come to mean 'training that is similar to classroom training’. We prefer the broader view that is slowly emerging: e-learning should be any technology intervention, which helps people improve their performance. Therefore, Knowledge Management, Performance Support Systems, Intranets, Practice environments and standard electronic courses should all fall into the category.
We always need to ask, "How can we use technology to help people perform their best?"
5. Research proves our way is bestIt is becoming more common for e-learning suppliers to justify their methods with reference to research from educational psychology or the brain sciences. This is no bad thing: we are more credible as learning designers if we sensibly apply research from our field. However, there is a real danger that we over simplify the research findings, misapply them or allow them to fool us that there is a best approach.
For example, We have seen companies justify the importance of imagery in e-learning with reference to the Dual Encoding theory. This research shows that learners recall concrete nouns better than abstract nouns, because it is easier for learners to form an image of concrete nouns. The idea is that the concrete nouns can be stored both visually and verbally, increasing the chances of recall. This theory is then used to justify the idea that imagery in e-learning is a powerful learning technique. Some important things to note:
The original theory doesn’t require learners to view images, only to have content that is easy to visualise
The original theory applies to simple lists of nouns, not sets of ideas or concepts in e-learning programmes
Simply put: the research does not justify the subsequent claim. Now, we like images as much as the next person. They can enliven a programme, illustrate difficult ideas and highlight key content. You don’t need the research to justify the inclusion of imagery.
You also need to think carefully about how you use your images. Imagery may indeed have some effect on recall, but not if used on every screen. The principle of interference makes it likely that learners will find it harder to recall material if each screen looks the same with text and an image. It might be much better to only use imagery where it helps illustrate a concept or emphasises a key idea.
Once again we return to the need to think and take account of the context of the training. We cannot rely on research to give us a best approach.
6. It’ll get easier when the technology/standards/theories improveWe think that there is still a belief that e-learning is failing to fulfil its potential because of the current state of technology, standards or our understanding of the psychology of learning. I think this is pure wishful thinking: that there is a miracle cure around the corner.
We believe that producing good e-learning will always be difficult in the same way that producing a good book or lecture will always be difficult. The difficulty is at the level of the content/training not at the level of the delivery. To teach something will always require you to take the time to understand the learners, the context of the learning, what is to be taught, etc - this work will never go away. We still find that at least a third of a project's budget goes on content management/understanding/training approach (probably closer to half the budget) – this will never go away.This doesn’t mean that improvements in technology, standards and theory won’t help. It just means that there won’t be a ‘magic bullet’ curing all of the ailments of the present industry.
Personally, we hope producing quality training will always be challenging. That’s what makes it worth doing.
7. Meeting objectives = successful trainingWe are very wary of the ‘training by objectives’ methodology, where individual objectives are set, taught in turn and then tested. The method is based on the assumption that if the individual objectives are met the person will be able to perform. We don't believe this is true. The cognitive psychologist Howard Gardner has shown that even top class Physics students can struggle to solve new or unusual problems (or problems that force them to draw on different bits of knowledge), even though they full well know discrete chunks of knowledge (statements, formulas, techniques). Real understanding comes from combining the discrete chunks of knowledge and having the skills to know when it is relevant to apply the different parts of knowledge. Therefore, it is better to set Performance Objectives, which force learners to focus on overall achievements.
We think ‘training by objectives’ raises the danger of not being able to see the wood for the trees. Objectives such as, ‘the learner will be able to state the three key elements of customer service’ are missing one vital thing: context. Why do they need to know these things? When would they apply this knowledge? How does this translate into tangible actions?
8. Suppliers produce e-learning for clientsLots of companies approach us as if we can magically produce a bespoke training course for them with virtually no involvement from them. They seem to think we can somehow guess their training needs and magically become experts in the content. With today's budgets, it is hard enough to become vaguely familiar with the content let alone expert. We need them to see e-learning projects more as partnerships, which will require work for them in the same way that designing a classroom course would take time and work.
9. E-learning = EasyClients tend to think that they are paying for simplicity. But making the complex simple isn't the only issue; it's also making the complex clear. Clients tend to like the dumbed-down version more than the challenging version. And this is sad, because e-learning can be a really powerful tool in making the complex clear.
10. E-learning = One Time Quick Fix "If you build it, they will come" was the mantra that backfired bigtime during the early e-commerce days. In these early days of e-learning a similar mantra is awaiting a similar fate. "If you build it, the problem will get solved" will however squander millions of dollars before dying out.
This is the problem with strategy. Instead of viewing e-learning as a marriage requiring trust, patience, empathy, and sharing, many training departments see e-learning as a one night stand.
ConclusionThis list grew out of an e-mail discussion between us. We don't believe that it in anyway captures the entire spectrum of myths going around, but we do hope it gives you a platform to think about the beliefs, assumptions and myths upon which we base our work. Some of our current practices are historical or a reflection of the current economic climate and therefore deserve to be questioned if we are to move forward.
We would love to hear your share of myths, as it would arm this community of practitioners to grow stronger. Share your views by clicking on the "Discuss" link.

What is eLearning?

What is eLearning?

The teaching and learning methodology is a four-step progressive / recursive design adapted from experiential education theory. Using this methodology, material covered during this training will be systematically presented (Step A), practiced (Step B), assessed (Step C) and reviewed (Step D). Starting at the top of the circle to the right, Step A represents the introduction to new materials such as theory and skills. Progressing to Step B, participants will practice the application of the newly presented materials. Once applied, participants will assess their work in Step C, which will lead to a reflection or review of lessons learned in Step D that will inform and influence the next progressive iteration the learning cycle, beginning with Step A.
A full progression of this methodology will be attempted each day of the training event. For example, the first day of this training will focus on the fundamentals of eLearning, where materials will be presented during the initial part of the day (Step A) and learning activities centered on the application of these materials will be conducted during the latter part (Step B). Concluding the day, participants will be asked to assess their understanding of the fundamentals of eLearning (Step C) and to identify questions and unresolved related issues for the next day’s session (Step D). The second day will build on the materials introduced and practiced during the first and will be guided by the participants’ assessment and reflection on the lessons learned form the first day. This training is progressive in that each step builds on the previous. This training is recursive in that the material presented in one day is reviewed and applied in a subsequent day.
To maximize the productive output of this training activity, participants should bring digital materials for an online course they wish to build. Digital materials should include a syllabus, readings, lecture notes and presentations, graphics, pictures, assessments, and bibliography.
eLearning
"... the effective teaching and learning process created by combining e-digital content with local community and tutor support along with global community engagement."
Learning Outcomes
After completing this lesson, you will be able to:
Search for more definitions of eLearning and related terms
Define eLearning taking into consideration the context of your institution
Explain the divergence and convergence in meaning of:
distance learning
online education
distributed learning
Internet education
computer-based training
computer-mediated communication
computer-assisted instruction
virtual education
cyber learning
multi-modal instruction
The Basics of eLearning
eLecture
eLearning uses learning management systems (such as Blackboard, WebCT, KEWL, etc.) as a web-based platform for distributing and facilitating the eLearning curricula. Learning management systems allow for effective use of the Web for learning by:
Providing access to rich sources of information.
Encouraging meaningful interactions with content.
Bringing people together to challenge, support, or respond to each other.
Exemplary eLearning courses should have the following aspects:
eLectures – eLectures provide crucial concept or technique that students need in order to apply it to a problem or discussion.
Discussion Forum – This is where online interaction takes place for each course. You will be expected to initiate a discussion and post replies.
Ask an expert – In addition to the local learning facilitator, you will have access to an expert practitioner for each course. This expert practitioner will be available to generate discussion about a particular topic and to respond to questions.
Mentorship – If you require an online mentor who is a professional in a particular subject area and who can provide ongoing feedback let your course instructor know so we can help locate an online mentor for you.
Local learning facilitator or tutor support – A local learning facilitators and/or lecturer will be available for face to face interaction at your Home Institution.
Access to network resources - Additional reading materials relevant to your course are located in “Course documents”. Moreover, some assignments will require that you locate material on the Internet for sharing in the conference room or discussion forum.
Structured group activity – You will be expected to participate in a combination of the following structured group activities: seminars, small group discussions, learning partnerships and dyads, student work groups and learning circles, team presentations, simulations or role plays, and peer learning groups. Please get some guidance from your course instructor or local learning facilitator.
Informal peer interaction -- Sometimes the best learning occurs during informal peer interaction so please email each other if you require private space.
Connected Education
Of the various related terms and definitions, I appreciate Steven Gilbert (2000:15) vision of connected education. “In this vision of education, individual learners, teachers, and related support professionals connect better to information, ideas and each other via effective combinations of pedagogy and technology – both old and new.” Gilbert continues that “within the context of the institution’s educational mission, all have more opportunities to connect with each other’s efforts to identify, understand, develop, and improve effective combinations of:
Learners’ capabilities, needs, and goals;
Teachers’ capabilities, needs, and goals;
Academic content;
Approaches to teaching and learning (pedagogy);
Media and applications of technology; and
Assessment and Feedback.”
e-Quality: Access to Quality eLearning
Before we proceed, let's take some time to look at quality assurance concerns that started to be voiced as more traditional universities started to offer Internet-based distance learning and as more private sector entities started to offer diplomas based entirely on computer-mediated learning. The eight regional accrediting commissions which assure the quality of the great majority of degree-granting institutions of higher learning in the United States issued a statement of commitment about their resolve to sustain certain values in the face of greater movement towards Internet-based distance learning (not as we have defined eLearning above). These values are:
that education is best experienced within a community of learning where competent professionals are actively and cooperatively involved with creating, providing, and improving the instructional program;
that learning is dynamic and interactive, regardless of the setting in which it occurs;
that instructional programs leading to degrees having integrity are organized around substantive and coherent curricula which define expected learning outcomes;
that institutions accept the obligation to address student needs related to, and to provide the resources necessary for, their academic success;
that institutions are responsible for the education provided in their name;
that institutions undertake the assessment and improvement of their quality, giving particular emphasis to student learning;
that institutions voluntarily subject themselves to peer review.
Based on an initial draft by the Western Cooperative for Educational Telecommunications (http://www.wiche.edu/telecom/), the eight regional accrediting commissions offered the following best practices to reflect the “common understandings of those elements that reflect quality distance education programming.” The best practices are meant to assist institutions in planning distance education activities and to provide a self-assessment framework for those already nvolved and are intended to inform and facilitate the evaluation policies and processes of each region. These Best Practices are divided into five separate components, each of which addresses a particular area of institutional activity relevant to distance education. They are:
Institutional Context and Commitment
Curriculum and Instruction
Faculty Support
Student Support
Evaluation and Assessment
Blackboard Inc and the U.S. National Education Association (NEA) commissioned a study on “Quality on the Line: Benchmarks for Success in Internet-Based Distance Education”. The study set out to validate a set of benchmarks applicable to Internet-based distance education.The study outcome is a list of 24 benchmarks, grouped under seven general categories that are essential to ensure quality in Internet-based distance education. The seven categories are:
Institutional Support Benchmarks
Course Development Benchmarks
Teaching/Learning Benchmarks
Course Structure Benchmarks
Student Support Benchmarks
Faculty Support Benchmarks
Evaluation and Assessment Benchmarks
These are the very same benchmarks used for addressing quality in traditional on-campus education. For example, the core criteria for education and training providers in South Africa include the following:
Policy statement
Quality management systems
Review mechanisms
Programme delivery
Staff policies
Learner policies
Assessment policies
Management system and policies
These core criteria are reflected in the Quality Evaluation Guide prepared by the Association of African Universities. Included in the quality evaluation are: performance areas and some related quality indicators include vision, mission, goals and objectives; teaching and learning; assessment; research; organizational and management structure; planning, budgeting and human resources; campus and community relations; facilities; norms, values and ethics; gender equity; new technologies; internationalization; response to changing social demands. I am not sure to what extent this quality evaluation guide has been tested with distance education programs in Africa. For quality assurance purposes, institutions in Africa, such as the University of Dar es Salaam, are recognizing the need to prepare for an Internet-based on-campus and off-campus education. They are reviewing the applicability to their own situation of the “Quality on the Line: Benchmarks for Success in Internet-Based Distance Education.”
Related Terms to eLearning
Related terms include Distance Education, Online Education, Distributed Learning, Internet Education, Computer-based Training, Computer-Mediated Communication, Computer-Assisted Instruction, Virtual Education, Cyber-Learning, Asynchronous Learning, and Multi-modal Instruction. The meaning of these terms are starting to converge. Where there is a difference in usage is explained by place (same place, any place, on-campus, off-campus); time (same time -- synchronous or not at the same time -- asynchronous); interaction (learner to computer; learner to instructor; learner to other learners); use of the computer (presentation, interactive, collaborative, generative); type of technology (text, audio, video, multimedia); and absence or presence of face-to-face interaction.
Here are some basic definitions and characteristics of these related terms:
Distance Education
Barry Willis (1995) considers distance education as taking place "when a teacher and student(s) are separated by physical distance, and technology (i.e., voice, video, data, and print), often in concert with face-to-face communication, is used to bridge the instructional gap." Willis (1995) indicates that "these types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment.”
Traditional high-end distance education technologies require special-purpose equipment or services (video-conferencing rooms, satellite uplinks). At the low end, reliance on public services designed for one-way broadcast (such as television) or point-to-point connections (the switched telephone network), severely limit the interaction between participants.
Online Education
Greg Kearsley (1997) defines Online Education as follows:
“OnLine Education allows the study of higher education courses through the electronic medium of Internet. Course Materials, including reference papers, study materials and contact with tutors and fellow students are all accessed through the use of personal computers and telecommunications.”
Kearsley continues:
“OnLine Education allows students previously unknown freedom to study at virtually any location and at any pace that can accommodate their other commitments such as work and family. Diploma, undergraduate and masters degrees, the duration of which is a maximum of five years, can be studied at day or night from home, office and even hotel room if you are a frequent traveler.”
Kearsley indicated that online learning affords learner's great flexibility in terms of location and duration of study. He also suggests that additional plus is that online courses "are also highly regarded by both the academic and business community.”
Here is yet another definition of online learning:
“Simply put, online learning refers to learning and other supportive resources that are available through a computer. The computer prompts the learner for more information and presents appropriate material based on the learner’s response.” ( Carliner 1998).
Carliner's definition suggests a "learner to computer" interaction whereas other definitions highlight "online interaction" also historically called "computer mediated communication" (CMC), although this term covers applications beyond instruction (e.g., decision-making in work teams).” Electronic Collaboration: a Practical Guide for Educators (1999:1) states that
"Internet-based work allows collaborators to communicate anytime, from anywhere to any place. People from different parts of a building, state, country, or continent can exchange information, collaborate on shared documents and ideas, study together, or reflect on their own practices.”
A comprehensive definition from Department of Education, Training and Employment (South Australia) follows:
"Online Education courses are conducted through the Internet, allowing you to receive and submit course work and interact with participants and your professor via your computer and modem. The predominantly asynchronous nature of the lessons, activities and communication methods allows you to participate in courses at times and places convenient to you."
Distributed Learning
Oblinger and Maruyama (1996:6) characterizes a distributed learning environment as follows:
"where the learning environment exists among a dispersed student population, is structured according to learners' needs, and tends to integrate traditional institutional functions (e.g. classroom and library)."
Internet Education
Using the Internet to teach. The Internet is the "network of networks" or a global computer connection, that allows any user (called a client with an Internet connection) to access information on any other computer that furnishes it.
Computer-Based Training (CBT)
Training (of humans) done by interaction with a computer. The programs and data used in CBT are known as "courseware."
Computer-Mediated Communication (CMC)
Computer-Mediated Communication that takes place through, or is facilitated by, computers. Examples include Usenet and e-mail, but CMC also covers real-time chat tools like lily, IRC, and even video conferencing.
Computer-Assisted Instruction
In a one hundred percent computer-assisted instruction program, "the computer takes over from the teacher in providing the learner with drill, practice, and revision, as well as testing and diagnosis". The teaching may be linear or branching, or extended to thinking and problem solving through simulation. However, learner's responses are limited to a prescribed set of multiple choices. Free, creative responses, cannot yet be accommodated.
Virtual Education
Virtual education is the use of information and communication technologies (ICTs) to deliver educational programs and courses. Farrell (1999, p2) reports that "the label virtual is widely and indiscriminately used around the world and frequently used interchangeably with other labels such as open and distance learning, distributed learning, networked learning, Web-based learning, and computer learning."
Cyber-Learning
Cyber Learning is an innovative approach to higher education on the Internet. Students take courses from home, office or other convenient locations at times that fit their schedule.
Asynchronous Learning Networks (ALN)
The ALN Center defines Asynchronous Learning Networks (ALN) as "people networks for anytime - anywhere learning. " ALN "combines self-study with substantial, rapid, asynchronous interactivity with others." In ALN, "learners use computer and communications technologies to work with remote learning resources, including coaches and other learners, but without the requirement to be online at the same time. The most common ALN communication tool is the World Wide Web.” ALN, by this definition, includes: a web-based workshop that requires frequent online conferencing and collaboration with others; a text- or computer-based training course that requires learners to use email to discuss assignments with each other and with the training coach or facilitator; a proctored examination at a specified time and place; occasional synchronous chat or lab sessions for near-campus learners, or face to face kickoff meeting. By the above definition, what is NOT ALN includes: distance education based primarily on a synchronous audio or video presentation or conference requiring learners and instructors to be available at the same time; a videotaped course or mail-based correspondence course or computer-based training with no substantial and rapid interactivity with others, even though the learner might mail in a paper or test and receive a reply days later.
Blended learning and multi-modal instruction
This term is often used when learning takes advantage of the best aspects of in-person or face-to-face interaction and e-learning technologies.
Thus, blended learning comes closest to the following NetTel definition of eLearning.
Learning Tasks
These learning tasks and activities build on your learning tasks and activities from Lesson 1.
Read
http://www.press.uchicago.edu/Misc/Chicago/075117.html Using Electronic Resources for Teaching Excerpted from pages 143-67 of The Chicago Handbook for Teachers: A Practical Guide to the College Classroom by Alan Brinkley, Betty Dessants, Michael Flamm, Cynthia Fleming, Charles Forcey, and Eric Rothschild, published by the University of Chicago Press. ©1999 by the University of Chicago.
Search
Using your favorite seach engine, locate additional online resources that define or explain eLearning.
Be ready to explain what you liked or did not like about the additional resources you have located.
Interview
Interview someone from the telecommunications sector and someone from the education sector. Before you begin, explain to your interviewees that you are doing a learning task or activity about the importance of eLearning and the definition of eLearning; request their permission to use their responses for the discussion forum; and ask whether they wish to be named or to be anonymous.
Interview someone from the telecommunications sector and ask for a summary explanation of
policy objectives in the telecommunications sector and in the education sector
what synergies might there be between telecommunications policy objectives and education policy objectives
how telecommunications objectives can assist in the achievement of education policy objectives
what the implications are of telecommunications policy objectives on eLearning
why eLearning might be important or not important for broader development goals of the country
Do the same interview from someone from the education sector.
Discuss
Go into the discussion forum and post the results of your interview. As you discuss with your peer group:
Share insights about how you phrased your questions.
Compare and contrast the responses from the two interviewees. Posit an explanation of the difference or similarity in their responses.
Connect the responses of the interviewees to the importance or lack of importance of eLearning and to a definition of eLearning.
Create
Add 2 few more slides to your powerpoint presentation (which you have started after completing Lesson 1) that explain how you define eLearning taking into consideration your local context.
Learning Assessment
1) Assess yourself by reflecting on the following:
Define eLearning taking into consideration the context of your institution
Explain the divergence and convergence in meaning of:
distance learning
online education
distributed learning
Internet education
computer-based training
computer-mediated communication
computer-assisted instruction
virtual education
cyber learning
multi-modal instruction
2) Points towards final grade
Participation in the discussion forum = 1 point
Quality of participation in the discussion forum = 2 points
Powerpoint slides = 1 point

e-Learning is defined by the Open and Distance Learning Quality Council in the UK (http://www.odlqc.org.uk/odlqc/n19-e.htm) as "the effective learning process created by combining digitally delivered content with (learning) support and services." Embedded in this definition are the following important words:
effective - learning that succeeds
combining - the combination of ICTs and pedagogy makes the difference (some call it blended learning)
digitally delivered content - content delivered electronically by CDs, cell phones, the computer, and the Internet
support - support provided by tutors, facilitators or course coordinators
Based on this definition and given its mission, the Network for Capacity Building and Knowledge Exchange (NetTel@Africa) uses the following definition:
"eLearning is the effective teaching and learning process created by combining e-digital content with local community and tutor support along with global community engagement."
As defined by NetTel@Africa, eLearning builds on the notion of Gilbert's connected education and will contribute to e-quality.
[Interested in exploring learning and instructional theory? Check out http://tip.psychology.org which contains brief summaries of 50 major learning theories.
ref:http://cbdd.wsu.edu/edev/Kenet_ToT/Unit1/Defineelearning.htm

Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators

Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators
By Ed Hootstein
In this model, an e-learning facilitator "wears four pairs of shoes"--acting as instructor, social director, program manager, and technical assistant.
The emergence of e-learning comes at a time when education and training are undergoing important transformations. The teacher-centered model that has dominated instruction for centuries is slowly giving way to a learner-centered model with instructors in the roles of facilitators or "guides on the side." E-learning is no exception. But e-learning's use doesn't preclude facilitators' responsibilities for structuring learning experiences. The effectiveness and success of e-learning programs are dependent on facilitators' roles in delivering and managing instruction.
One of the leading conceptualizers in the field of distance learning, Zane Berge, broke down an instructor's role in computer conferencing into four separate parts. I propose a similar model, in which an e-learning facilitator "wears four pairs of shoes"--acting as instructor, social director, program manager, and technical assistant.
Instructor: consultant, guide, and resource provider
An e-learning facilitator's role as instructor is consistent with seminal adult learning research in which instructors guide self-directed learning in problem-centered environments. E-learning facilitators don't hold all the answers: They offer their own unique insights as they help learners acquire knowledge and develop skills. As Berge suggests, e-learning facilitators' primary instructional tasks are to
provide information to help learners complete assignments
suggest ideas or strategies for learning
help learners connect content with prior knowledge.
E-learning facilitators-as-instructors carry out those tasks with the following methods:
Fostering learner-centeredness. E-learning facilitators humanize self-directed learning by focusing on learners rather than technology. The essential quality of learner-centeredness is most relevant when learners are personally challenged with a problem to solve, a project to complete, or a dilemma to resolve. Facilitators and learners often participate together as partners in learning activities. Facilitators manage the distribution of learner-selected activities and scaffold them with comments and support to guide learner achievement.
Specifically, facilitators guide learners to play a part in determining course direction by discovering content on their own, carrying out assignments and projects, and creating learning opportunities to meet their own needs. In asynchronous environments, learners are often expected to participate in establishing an agenda, defining objectives, and assessing outcomes. In synchronous environments, learners may share the responsibility for programs when facilitators take roles as mutual learners.
Structuring problem-based learning and authentic work. E-learning facilitators acting as instructors create realistic problem-based experiences to make content more personally meaningful for learners. Information is adapted to the settings, purposes, and tasks to which it will be applied. Facilitators use project-based rather than didactic approaches in which learners ask questions, perform investigations, and act on their findings. Facilitators also use strategies such as small-group discussions, simulations, case studies, and collaborative activities to engage learners in problem solving. Facilitators ask questions, closely monitor learners' efforts, and make themselves available for assistance.
E-learning can contribute to problem-based learning by providing a highly authentic environment and access to resources and expertise to help learners solve problems. E-learning facilitators help learners use the conferencing capabilities of the Web to access expert thinking and modeling. Learners can practice what experts in their discipline do each day, with facilitators helping them revise and try again. The uses of email, Webconferencing, Web databases, groupware, and audio- and videoconferencing significantly increase the extent and ease of interaction amongst all participants. The vast array of electronic tools available for analysis, design, planning, problem solving, and giving presentations enable learners to perform sophisticated and complex tasks and solve problems in creative ways.
Providing informative feedback. Some educators believe that the most important facilitator behavior is timely and personal response to learner contributions and questions. Facilitators-as-instructors provide informative feedback that offers learners guidance about how they might improve their performance. Both what facilitators say and how they say it has an impact on learners. If praise is given, facilitators must communicate why performance is positive. For example, "Your speech is clear and concise" provides more constructive feedback than "Good job, I like the way you speak." Facilitators may offer praise or encouragement, however a preferred alternative is to encourage learners to evaluate their own responses.
Feedback is even more critical in e-learning than traditional classrooms because learners may feel isolated and detached due to lack of environmental and nonverbal signals. Constructive and extensive feedback to individuals often takes the form of email messages about assignments. Facilitators may also summarize or synthesize individual responses on a topic or activity by posting messages in a discussion forum or conference.
The element of timely feedback is especially important. Facilitators should establish a standard such as a forty-eight hour turnaround time. Learners should provide feedback to each other, too. Facilitators must establish peer feedback as an expectation in delineated guidelines posted at the beginning of a course (though those guidelines may be discussed and negotiated by all learners).
Social director: creator of collaborative environments
The second "pair of shoes" that an e-learning facilitator wears are those of social director, fostering collaborative learning. Underlying this type of learning is the belief that learners achieve best in social interactions based on consensus building and cooperation. As facilitators promote interpersonal relationships and help learners work together, they guide a developing sense of community within and between small groups. Perhaps the most meaningful facilitation in this collaborative structure, suggests learning communities experts Rena Palloff and Keith Pratt, is modeling interaction techniques and assuming the role of a group member who contributes to learning.
Facilitators stimulate learner participation and interaction by using small group discussions, collaborative projects, case studies, didactic learning partnership exchanges, and one-on-one exchanges. In addition, they monitor and participate in discussion forums or conferences to identify misconceptions or guide more fruitful directions. Effective facilitators keep discussions focused on the topic, bring out multiple perspectives, and summarize and synthesize main points. They use questions and probes to help learners connect around shared problems, interests, and experiences.
Encouraging and ensuring a high degree of interactivity and participation is one of the most important facilitation skills according to e-learning experts. Interactions among learners may be almost as important as content-oriented goals. Therefore, facilitators should begin a course by posting introductions and encouraging learners to seek areas of common interest as they meet in distinctive gathering places, such as chat rooms. Facilitators can encourage interaction among learners, facilitators, and subject-matter experts via the Internet using email, listservs, newsgroups, multi-user discussions (MUDs), forums, instant messaging (IM), and conferencing. Because facilitators can't be in control of everything learned--given the limitations of time and access to the learner population--they should guide learners in working together to become more skilled in such collaborative skills as scheduling, project management, time management, consensus building, and leadership.
Program manager: director of the agenda
The third role that an e-learning facilitator is that of manager, responsible for organizational, procedural, and administrative duties. For example, many facilitators develop study guides for courses to help ease learners' anxiety and address both content and technical concerns. These guides can provide introductory information, describe learning activities and resource materials, and provide additional information about course components or procedures.
Facilitators should be available to help learners manage their time and avoid information overload--many learners may not be accustomed to the increased independence and vast array of available information that e-learning provides. In addition, Berge suggests that e-learning facilitators demonstrate leadership, guiding interactions proactively by defining expected learner behaviors through guidelines, protocols, and netiquette.
Technical assistant: model of proficiency
Facilitators as technical assistants help learners become comfortable with systems and software and prepare learners to resolve any technical difficulties that may occur. The ultimate technical goal for facilitators, according to Berge, is to "make the technology transparent." When this occurs, learners may concentrate on the academic task at hand. The more familiar facilitators are with the technology, the more they can focus on learners rather than technology.
Effective facilitators must feel comfortable using media and communication tools. Ideally, they use a variety of media (text, graphics, audio, and video) to present material. Such variety may accommodate individual learning styles and provide approaches for both visual and auditory learners. As an example, Gen-Xers typically prefer fast-paced presentations with visual images and frequent feedback.
As e-learning facilitators put on and take off the four different pairs of shoes that define their roles--instructor, social director, program manager, and technical assistant--they should keep these action items firmly in mind:
address the needs of adult learners by guiding self-directed, realistic, problem-based learning experiences
structure learning opportunities in which learners make their own meanings by discovering content on their own
encourage high degrees of participation and interactivity
offer prompt, informative feedback
provide strong leadership
help learners feel comfortable with technology.
(For instructors feeling overwhelmed with juggling these four roles, see Jennifer Hofmann's Synchronous Team Teaching: Put Your Heads Together.)
Steps should be taken to develop standards for facilitators' roles in developing and implementating quality e-learning programs. Defining the roles is a step towards that goal, in helping facilitators be more cognizant of their efforts.
Published: October 21, 2002
http://www.learningcircuits.org/2002/oct2002/elearn.html

Model Behavior

Model Behavior
By Laura Francis and Tracy Turner
In developing an e-learning program, instructional designers must pull together what may seem like incongruent pieces of information into a cohesive experience for learners. One tool designers use to do that appears unassuming, but really packs a punch. What is this powerful component? Models. No e-learning program would be complete without these outwardly simple graphic representations of information.
Simply put, models are visual representations of data: They present information graphically, often mirroring the text on screen. But quality models don't merely restate what's already been said. That would serve no purpose and could frustrate and annoy learners. Instead, quality models present supplemental information that can't be found anywhere else in the program. For example, in an e-learning program that teaches delegation techniques, the designer could include a model of delegation best practices. The graphic wouldn't repeat the main ideas, but instead offer secondary information to enhance the learners' experience.
Models needn't be static--they can become interactive to a degree. Designers can create models that hide pertinent information. When users roll their mouse over a part of the model, the information embedded appears for the users to read.
While instructional designers can create endless varieties of models, the four types described below represent basic ways to organize information and can serve as a starting place.
Hierarchical. This type of model presents information in a top-down format. You begin with one main idea and then expand it through supporting information and subtopics. This type of model is best used to represent information that moves from general to specific.

A possible use for this model is an organizational chart included in an online orientation program for new hires.

To make the Sales Personnel model interactive, try the following: Have a biographical sketch of each person appear when the user "mouses over" the person's name. The bio could include the person's contact information, a list of duties in his or her current role, and any other information new hires would find helpful.
Sequential. This second type of model enables you to show a string of events, theories, or information ordered by time or step-by-step. Instructional designers typically use this model when they need to communicate a series of elements that must follow one another in a specific order. Any information that must go from Point A to Point B before it can go to Point C begs to be graphically represented through this type of model.

A good use for this type of model is to describe a decision-making process that necessitates actions being taken in a certain order.

To make the Decision-Making model interactive, consider adding (to appear when learners mouse over that part of the model) general rules for each item or questions to ask at each step before moving on.
Cyclical. Some information lends itself to what can be viewed as a life cycle of sorts, with a beginning and an end that also represents the beginning of the next cycle. Information of this type is best suited to a Cyclical Model, which begins at one point, moves along the ring of a circle, ends up at the starting point, and begins the cycle all over again.

An annual performance evaluation process could be represented with this type of model, as the process typically takes one year to complete and then begins again.

To make the Annual Reviews model interactive, reveal information on each step the learner must take when he or she mouses over the various sections.
Venn diagram. This type of model is useful for comparing and contrasting pieces of information with one central theme. The model provides learners with a quick visual that groups like information from various sources. The model typically consists of either two or three circles. The like information is placed in the inner, overlapping portion of the circles, while contrasting information remains separated on the fringes of each circle.

Instructional designers could use this model in creating a program for team leaders. The model can enable leaders to compare and contrast personality types (Type A and Type B).

The Personality Types model can be made interactive by including a detailed description of each personality type that appears when the user mouses over that section. When the user mouses over the middle section, he or she could view a list of similarities between the two types.
A Venn diagram can also compare and contrast three sets of information--for example, three types of decisions. While each decision type has its own unique characteristics, similarities between the three exist and can be identified through the model.

The Three Types of Decisions model can become interactive if the designer includes a detailed description of each decision type when the user mouses over a particular section. Designers could also include a list of examples to help users understand when to use each type of decision. When the user mouses over any of the overlapping sections, a list of similarities could appear, highlighting the factors the decision types have in common.
Designers use models in their e-learning programs to offer learners another way to take in information. The best classroom teachers use a combination of teaching methods that target the various learning types--visual, auditory, kinesthetic--in order to reach the greatest number of learners. The best e-learning programs emulate this technique, and models engage people who prefer to learn visually and who understand and retain information better when it is presented to them in that way. In addition, models offer all learners the chance to engage another part of their brains, and as visual cues, can help learners recall information.
Imagine if you were asked to read all of Tolstoy's War and Peace in one session--pretty laughable, right? The novel is much too long to be read and comprehended in one bout of reading frenzy. By nature, people chunk text without even realizing it. The natural act of breaking up reading into manageable segments helps us internalize and digest the information we've just read. If we didn't give ourselves this time to reflect, we'd miss subtleties, intentions, and meaning. These same subtleties can be lost in e-learning programs if all the information is presented to the learner in one big blob. Models artfully chunk material and connect it with a visual representation of its meaning.
Resources
Not sure how to create models? Graphic designers and developers recommend these programs:
Adobe Photoshop: www.adobe.com/products/photoshop/main.htmlClick on Tryouts in the top navigation bar, then select Photoshop from the list of products. You can try the program for free, although you won't be able to save your work or print.
Macromedia Flash: www.macromedia.com/software/flashClick on See It Now to take a tour of the product.
Jasc Paint Shop Pro: www.jasc.com/products/pspClick on Take the New Paint Shop Pro Product Tour on the right-hand navigation bar. You'll learn how to create rollovers for and animations of Web graphics.
ZDNet recommends these three drawing programs, which come with fewer features but are perhaps easier to use:
SmartDraw: www.smartdraw.comThirty-day trial lets you test out either the Professional or the Professional Plus version.
ConceptDraw: www.conceptdraw.com/en/resources/suppdownl.shtmlThe demo includes all the features of the full program, except you won't be able to save your work.
Edge Diagrammer: www.pacestar.comTry it free for 30 days. This version enables you to create simple diagrams only.
Need more help? Check out these books:
Envisioning Information, by Edward R. Tufte
Information Architects, by Richard Saul Wurman
Information Graphics: A Comprehensive Illustrated Reference, by Robert L. Harris
Understanding by Richard Saul Wurman.

Published: April 2002

Developing Media for Low Bandwidth
Interact! With Online Learning

Laura Francis is a writer and editor for Triple Creek Associates, an organizational development firm in Cincinnati, Ohio that designs business-driven e-learning to help leaders and managers accelerate knowledge and skill development; lfrancis@3creek.com. Tracy Turner is a Cincinnati-based graphic artist and Web developer; traceman@ip-solutions.com.
ref:http://www.learningcircuits.org/2002/apr2002/elearn.html

Know Thy Learner: The Importance of Context in E-Learning Design

Know Thy Learner: The Importance of Context in E-Learning DesignBy Moises Sheinberg
The context in which an e-learning course is delivered should strongly affect all aspects of the course's design. Gathering information about the intended audience before designing and developing a course can greatly improve its chance for success.
Context may be the most important element that can help determine the success of an e-learning initiative. An in-depth analysis of the context should be the departure point of every e-learning design effort. To consider the context, take into account learner characteristics, including
physical features: age, gender, disabilities
education: fields of study, degrees earned, computer literacy
cultural background: language, place of origin, traditions, sensitive subjects
employment background: experience, time in current job, relationships with other participants
expectations: reasons for attending the course, expected results.
Those seemingly minor factors will help you determine or consider the following design points:
Language to use. Knowing your audience will help you understand how to talk to them. for example, engineers and psychologists require different vocabulary, as do senior citizens and generation Xers.
Ask yourself these questions:
Am I using technical words? Will my audience understand them?
Am I using slang?
Am I using inclusive gender (he and she)?
Can somebody be offended by the words I'm using?
Information to focus on. Knowing your participants' educational background and experience will help you avoid redundancies that could bore them. In turn, you'll be able to focus on what participants really need to learn.
Ask yourself:
Am I focusing on the important information?
Is any information repetitive?
Am I giving learners information that they already have or teaching something that they already know?
Learner preparation. You need to ensure that participants are ready for your course. Before starting, they may need to brush up on computer and communication skills, or take a prerequisite course before they can understand the content.
Ask yourself:
Do all the participants have the same level of knowledge of the course contents?
Do some or all participants need prerequisite training to understand the course material?
Are all participants familiar with the technology I'm using?
Course pace. You need to know how motivated and knowledgeable your audience is so you can set the course rhythm. Going too slow or too fast can be equally damaging to your program. You also need to know how much time the participants can and are willing to allocate to the course and how soon they expect to acquire skills and knowledge.
Ask yourself:
According to learners' previous knowledge, how much time should it take them to finish each unit?
Am I planning to slow down for more complex information and speed up for information that's simple or that participants already know?
Do learners have enough time to finish each unit?
Am I leaving "breathing room" in case a unit takes longer than planned?
Do I offer optional activities for fast learners who finish early?
How urgently do people need the skills or knowledge? (Usually, the answer is "for yesterday.")
Does the course's timeframe meet participants' expectations?
Use of peer learning. Participants with previous experience or knowledge can be disruptive or useful, depending on how you handle them. Locate your veterans and use their knowledge as a resource. Experienced participants will most likely be happy to help and to get involved in their peers' training if you encourage them.
Ask yourself:
Are planned breakout groups well balanced?
How can newer students get in touch with more experienced ones?
Do I have a way for more experienced participants to share their knowledge with others?
Amount of hand-holding. If you know your audience, you should be able to determine the amount and the kind of support they'll need. Try to put yourself in your participants' shoes and imagine the feelings they'll have towards the course; think about the moments when they might feel anxious or stressed and try to develop a support scheme to ease their apprehension.
Ask yourself:
Are all or some participants new to the company?
Are all or some participants new to the technology?
Do all or some participants feel unsure or insecure about using the technology or interacting online?
Amount and types of Interaction. A factor that makes a training course different (and, we hope, better) than reading a book is interaction. Knowing your learners will help you predict their preferred ways to interact. You should know whether the participants will feel more comfortable communicating by email, phone, fax, chats, and so forth.
Think about how the participants will interact with
the trainer. Will they be able to call him or her on the phone? Send email? Chat? How often and in what ways will they receive feedback?
each other. Will there be teamwork? How will learners communicate?
the course content. Will participants be able to view all of the information at once? Will they have to finish one item before moving to the next? Will they have to pass tests to get access to further information? Will there be any links to other resources?
support staff. Will they be able to call for technical help? Send email? Chat? How often and in what ways will they receive support? Whom can they call 24 hours a day, seven days a week?
Ask yourself:
Does my audience feel comfortable communicating solely by email (or other chosen methods)?
Do the participants need to feel in touch by hearing the facilitator's voice or looking at him or her?
How explicit will interactions be?
Will participants need only basic guidance or will they need step-by-step instructions?
Learner attitudes and motivations. In order to keep participants motivated, you should know their reasons for attending the course and courses that could have chosen.
Ask yourself:
Who sent the learners to the course?
Is the course a reward?
Are learners taking the course because they're occupying new positions, were given new responsibilities, or want new ways to work?
Are they taking the course because their performance needs improvement?
Did participants choose this course over others?
Are they happy that they're attending or do they feel that the course is a waste of time?
What can I do to make learners feel that the course is worth their while?
Do the learners like to be recognized? How?
Expected outcomes. To satisfy your audience, you need to know their expectations. You can develop the best course to accomplish what you think are your learners' objectives but you may be mistaken about them. Always center your course on stakeholders' needs and expectations by asking about them before you design and deliver the course.
Ask yourself:
What do participants expect to learn from the course?
What do they expect to improve as a result of the course?
Are results expected immediately or over the long haul?
Access issues. What access will participants have to the tools they need? Studying the context of your audience, you should ensure that learners have the necessary access to
hardware: computers, television sets, VCRs, fax machines, telephones, and so forth. Ensure that participants' hardware meets necessary specifications for the course.
software. Knowing your learners will help you decide which software to use and how much technical support they'll need. Don't assume that the most sophisticated packages are best--you must compromise between speed, content, available bandwidth, and cost.
communications. You should know which are the preferred means of communication for your learners and how accessible to them those means are.
Ask yourself:
Where will participants work on the course? At home? In the office? On the road?
What kind of access do learners need (intranet, Internet, phone lines, 800 numbers, fax machines, and so forth)?
Which means of communication make learners feel comfortable and which make them nervous?
What is the fastest, cheapest, and easiest way to get the software to the participants? At what point in the course will they need access to each piece of hardware and software?
Is the interface user-friendly?
Do learners need a course to teach them how to install or use the software?
Do they need to practice with the software before the course begins?
How far in advance should I tell participants what they need to buy, photocopy, or print for the course?
Teaching methods. These depend as much on the trainer as on the audience and the contents of the course. E-learning requires commitment and participation from learners, so be sure to integrate interaction and hands-on activities. When determining your teaching methods you should consider
course content and materials. The course materials can be delivered on paper via "snail mail," as PDF files, on Webpages, as files via email, on CD-ROMs, and so forth. Select the materials that best convey your message--books, simulations, interactive programs, multimedia programs--then choose an appropriate delivery method. (For more on matching content to delivery method, see E-Learning 1.0.
learning process. The learning process for e-learning and for F2F courses differs. E-learning participants must be fairly self-reliant, so plan to provide lots of support, very clear step-by-step instructions, and plenty of interaction.
practice. Think about how the participants will take what they learn to their respective jobs. Explain to them in detail how they should do it and how that will be assessed.
evaluation. The evaluations you used for face-to-face courses probably won't work for e-learning, which should focus more on actions than knowledge. That's because participants learning at a distance can access other sources for their answers. Thus, it's more useful to evaluate behavior. Choices for evaluation methods include monitoring discussion groups and evaluating participation, assigning papers that require opinions rather than basic information, and measuring on-the-job results.
Ask yourself:
How can training content best be delivered?
How involved and responsive do I expect my audience to be?
What learning activities can I design to get learners involved?
How can I evaluate the course's results in terms of the participants' expectations?
Staffing. When you deliver an e-learning course, your staffing needs are very different from a F2F course. Those needs depend on the context. Participants will need and expect different amounts of support (be it technical- or content-related) in different ways according to their characteristics. You must consider the following:
technical staff. People with technical knowledge and availability should guide participants on setting up equipment and software, using programs, and communicating in the online environment.
teaching functions. The exact functions the online instructor performs depend, again, on the participants. In general, the job of the instructor is to guide learners through the content, answer questions, facilitate access to resources, assess learners' work, and ensure that everyone participates.
Because instructors must perform so many roles in e-learning courses, it's common for them to rely on support staff. These people can act as tutors for the students, helping to monitor participation, respond to questions regarding technical problems, facilitate exercises, and so forth.
Ask yourself:
How much does my audience know about the course's subject?
How familiar is my audience with the technology?
Are participants used to independent work and study?
How much interaction will I need?
How many people will I be instructing?
Ethical issues. This important topic is rarely considered in e-learning and it can greatly affect the attitude of your audience. Always try to maintain communications at a professional level; set clear communication policies about sexist, racist, or aggressive remarks; and ensure that your content won't offend any of the participants. As the instructor, you also must set rules about confidentiality of discussions, prerequisite knowledge for the course, methods of assessment, and so forth. Everyone should agree with your rules before they begin the course--one way to ensure that is to ask them to sign a contract. Knowing your audience will help you determine what rules and policies to set.
Ask yourself:
Who will have access to the discussions, interactions, emails, papers and other materials that will be generated by the course?
Will participants' bosses be able to see them? Will their peers?
What will be the level of confidentiality?
Are participants especially sensitive to some issues?
Can people feel left out, attacked, or offended?
Group management. Every group of people is different, and as such, must be treated differently. Try to learn everything you can from your participants before the beginning of the course. You'll most likely have to make some adjustments to your group tactics once the course begins, but the better you plan, the fewer adjustments you'll have to make later. Knowing the group you'll be working with will help you determine how to manage communications between learners, how to assign them to teams, and how to motivate participation.
Ask yourself:
Are there any animosities between participants?
Are there any participants who should be kept separated?
Are there participants who will work better when teamed up with other specific participants?
Should information, communications, or results be shared throughout the group?
Who should be able to contact whom?
Should communications be moderated?
Never underestimate the importance of knowing your audience. Crucial information for the development and delivery of a course can be gathered from its context. If you disregard the context, your course will be just another generic endeavor with a high risk of failure. Personalize your courses as best you can for your participants and always make them feel that you're taking their needs into consideration. They will appreciate it and respond accordingly.
Published: October 2001

The Role of Instructional Design in Multimedia Development
Converting to WBT: Choices and Trade-Offs

Moises Sheinberg is the president of a consulting agency in Mexico City that specializes in the development and delivery of e-learning courses. He can be reached at moyshein@data.net.mx.
ref:http://www.learningcircuits.org/2001/oct2001/elearn.html