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

How to Be an E-Learner

How to Be an E-Learner
By Nuala Sweeney
Congratulations! You've been selected for e-learning. Here's how to excel.
If you take advantage of all its capabilities, e-learning can be a compelling way to extend the reach and impact of your knowledge. But because much of e-learning is self-paced, you'll need motivation and personal tenacity to succeed. Usually, you must organize your own training schedule, choosing when and how you navigate through modules. Although you may feel more in control of your learning, effective time-management is a must. It's up to you to start, finish, and excel.
How can you be sure that you're getting the most you can out of the experience? Here are some tips to help you take advantage of all e-learning has to offer.
Allocate quiet time. Those who have been successful with e-learning agree that it's critical to commit to a training schedule. Decide on a consistent time of day, make an appointment with yourself, and write it on your calendar just as you would any other meeting. Because it's important to avoid telephone and email interruptions, try to make your learning appointments for times that won't be full of people clamoring for your attention. Be jealous of your time and attempt to keep it free from disruption.
Discuss your schedule with your manager and co-workers. Because you're not off site in a classroom, people may be tempted to interrupt you while you're learning. It's vital to discuss your training schedule in advance with those around you, so they'll understand the times that you'll be unavailable and why it's important not to disturb you.
Be considerate of others. If your course uses audio, put on headphones to minimize the sound. Just as you don't want your manager or co-workers to disturb you while you're e-learning, they don't want to hear constant noise as they're trying to work. Be aware of co-workers' needs for a quiet environment.
Set realistic learning goals. Take time to consider your goals, including specific work issues that you think could be resolved with further training. Set learning objectives for yourself that will challenge you but that you can realistically accomplish. Following the training, track your results and match them to the previously established goals. If there's an objective that hasn't been achieved, or that you feel could be improved, review the relevant portion of the training.
Be an active participant. There's no question that the more you put into your e-learning experience, the more you'll get out of it. Become an active "long-time learner," enthusiastically participating in all that e-learning has to offer--sometimes more than once. For instance, you may return to the course regularly for reviews and refreshers, particularly as new on-the-job challenges arise. E-learning is perfect for that because, as long as you're at your computer, school is always in session.
Create a peer e-learning group. Peer-to-peer learning is one of the most powerful training techniques. Many e-learning courses now include the opportunity for real-time collaboration with a community. It's well worth your time to utilize this feature. For instance, you can participate in chat sessions to share ideas and learn from the experience of others. If your course doesn't provide a built-in community, try to determine who else in your company is scheduled for the same training. You can arrange to meet in a chat room or virtual classroom (or in person) to discuss and practice the concepts you've learned. Participating in a community can maximize learning and increase your rate of retention.
Accommodate yourself. In self-paced e-learning, there's no teacher setting the schedule. If you study for a long period of time, be sure to take frequent breaks. In fact, most effective learning takes place in 20- to 30-minute chunks. If you study for longer than that, you won't be fresh enough to absorb and retain new knowledge.
Reflect on what you've learned. After breaks, and when you complete the course, try to recall what you learned. Mentally apply new concepts to your work situation, actively seeking specific, real-life situations that could benefit from your new knowledge. Test how effective your newly won skills are and return to the courseware for additional tips if necessary.
Use all available resources. E-learning is made even more relevant through the inclusion of online resources. Many courses offer a variety of tools and job aids. Take advantage of suggestions for additional reading or practice that will help you maintain your new skills.
Share what you've learned. To better retain your new knowledge and skills, share what you've learned with your manager and co-workers. You can also participate in chat rooms or discussion lists on the topics you studied and share your ideas with the community. Sharing maximizes your learning experience and provides tangible benefits to those around you.
Participating in training can improve your image with current employers and make you more marketable to prospective ones. With the dawn of e-learning, training can now be more flexible, personalized, and fun. To make e-learning effective, however, you must see yourself as the person in charge of product development. The product, of course, is yourself.
Published: May 2001

It's a Learner-Centered World
12 Learning Interventions That Combat Technophobia
Ten Tips to Optimize Your E-Learning

Nuala Sweeney is vice president of PrimeLearning.com, a corporate e-learning solutions provider. Visit www.primelearning.com or contact info@primelearning.com.
ref:http://www.blogger.com/post-create.g?blogID=9030933

E-Learning Future Forces

E-Learning 1.0
Future Forces By George Piskurich
It's important to consider all of the internal and external forces that influence organizational performance in order to understand fully the benefits of learning technologies. Here are some of the organizational forces that might affect the use of technology in the future, as well as some emerging technologies:
The organization
Skills training will continue to be a major focus for companies as new jobs are created and current jobs change dramatically. Technology has been, and will continue to be, a dominant factor in the delivery of this aspect of employee development.
Computer skills training is a subset of skills training, but it needs to be discussed in its own right. It is constantly in the top five responses to HRD trend polls, and more companies are beginning to realize that the way to teach computer skills is with the computer. Technology-based programs that use proper adult learning methodologies will reinforce classroom processes and reduce classroom time for the learning of these basic skills.
Continued corporate restructuring and the cost-reduction requirements it engenders will increase the pressure for more efficient training. Technology used in the appropriate situations will continue to provide measurable, often significant, reductions in both direct and indirect training costs.
Downsizing of HRD departments will require that more be done with less. Application of proper technology will help to meet this challenge by using corporate knowledge resources more effectively and by helping current HRD staffs to multiply their effectiveness by allowing them to be in more than one place at the same time.
The focus on performance in many corporations will require the development of new performance-improvement tools. Because of the complexity of modern business operations and their reliance on technology, many of these tools will need to be technology-based.
The transformation of companies into learning organizations will require new technology-based infrastructures that facilitate the sharing of corporate knowledge and the achievement and evaluation of integrated goals.
The need to use the best possible resources will further the emphasis on hiring disabled and minority employees. Technology will help to make these employees effective and efficient contributors to the organization.
Changing work habit patterns will require organizations to create alternative work processes for their employees. Many of these processes, such as telecommuting and virtual offices, are technology-based interventions.
Accountability will continue to be a major issue at all levels of the organization. Technology helps provide the necessary structure to determine accountability.
The learner
Learner control is an issue that has been gaining in emphasis for a number of years. Technology will provide increasing control to learners, not only over when things are learned, but also how they are learned and even what is important to be learned for specific jobs and situations.
Individual responsibility for personal development is the new philosophy of development specialists. Many new programs and opportunities for individual development will be possible because of advances in learning technology.
An integrated implementation format will combine a suitable amount of technology- and nontechnology-based learning interventions to meet the needs of learners who have low or high levels of internal self-directedness.
The technology
Web-based training through internal and external networks will become a standard as problems with bandwidth and speed are solved.
Desktop training and conferencing will continue to grow as more employees become comfortable with it.
Interactive distance learning, either through satellite or land-line linkages, will become the preferred method of training for multinational corporations that can't afford the expense or, more importantly, the time to bring contributors to a central location for training.
High-definition television will bring back the use of video for both live and prerecorded training programs.
Easily portable computers will provide EPSS and just-in-time training in any work environment.
Voice recognition allows data input without the use of keyboards and mice. This will advance the development of expert systems that people can querie the same way they ask for help of each other.
Personal communications devices will provide wireless real-time access to information, and thus provide up-to-date training anywhere, anytime.
Virtual reality processes will provide true simulations that will allow trainees to experience real situations without real danger. From three-dimensional models to total immersion, this technology will take training from theory to practice in a totally controlled environment.
Published: Janaury 2000
ref:http://www.learningcircuits.org/2000/jan2000/jan2000_elearn.html