Helping the e-learner

As has been highlighted, learning via the web and other digital means has given people more ways to acquire knowledge and capability on a round-the-clock basis. Whether it is doing an on-line course, participating in a web broadcast, on-line chat, linking into a company e-library or watching a CD-ROM, the choices and avenues are continually expanding. The result is good news for learners and the business because employees , customers, partners or suppliers have a much greater chance of keeping up to date and fully trained.

The reality is that digital learning or e-learning is no different to any other form of learning. It needs to be well organized and structured to succeed. It requires careful thought and planning about the business needs, audience, delivery, content and evaluation. As has been previously pointed out, the delivery of information to a person s computer or palmtop should not be confused with learning. Just because someone has access to the latest e-learning package does not necessarily mean they will find the time or be motivated enough to undertake what is required. Within these broad headings you will also need to consider issues such as the choice of technology and navigational strategies.

Is the knowledge relevant or useful anyway? In many ways digital learning comes with a much higher level of self-management and responsibility than has existed in the past. So, before any business can become too carried away about advances in training using digital technology, make sure that it addresses the needs of people and that digital learning is the best method for your business. Only then will we begin to see a large-scale revolution in training performance.

A well designed e-learning lesson can stimulate the senses by making the training experience interactive and relevant as well as engaging and entertaining. Done properly the benefits can be astounding. At KPMG they calculated that to train 22 000 employees by traditional face-to-face means on e-business fundamentals it would take years to complete. However, by investing US$3 million in e-learning, they could train 8000 employees in eight weeks. Counterbalancing this outstanding result is a clear industry observation that many e-learning initiatives fail to meet business expectations. Common reasons include being too preoccupied with rolling out content and being fooled by outrageous expectations of saving costs and return on investment. In fact a 2002 UK study by THINQ indicated that 65 per cent of companies are not making use of e-learning to fulfil internal training requirements. In smaller companies the figure of noninvolvement was much larger, at 78 per cent. This study summarized a common perception that people felt, that on-line learning is a stand-alone addition to traditional training, when, in reality, it needed to be integrated into an overall learning approach to the business.

As you would expect, changing from a more traditional form of learning to e-learning will generate resistance from some people. They still prefer the old model of on-the-job learning and attending live classes. Alternatively, there will be people who wonder what all the fuss is about and will jump straight in. Also you might find that the resistance does not come from the learners alone but from the trainers or designers themselves . A likely example could be trainer who loves to present face to face and loathes to get involved in web design technology. If your business wishes to move along the road to more e-learning, it is quite likely that you will need to bring together an array of new talent to steer training in a new direction, with web designers and qualified e-learning professionals being part of the team effort.

In large and medium- sized businesses, functions such as human resources, training and IT may need to reinvent themselves and let go of outdated thinking before a business can reap the benefits of digital learning. So, be wary of classic delaying and avoidance tactics like stalling, not taking the matter seriously and/or putting in a token effort. Encourage people to do a demonstration as soon as possible. You should not be seeking perfection , just a solid start. Aim to build confidence and expertise and to achieve early success.

The fact is that, like traditional training, digital learning is only limited by your creativity. Whether creating checklists, writing stories or holding one-on-one coaching sessions, there is a wonderful opportunity to thread higher levels of competency and thinking into what a person may experience through digital technology. In many cases a bells and whistles approach may be too much and simple graphics and text would be sufficient.

To help you build the case for business digital learning here is a series of questions to consider. You may also wish to review Table 13.1, a short glossary on some of the current terms.

Table 13.1: Digital learning--glossary
It is worth noting that the terms ˜on-line learning , ˜e-learning and ˜digital learning are often used interchangeably in the literature and industry commentary . We need to be sure to check the context and nature of technology when you hear or read these terms.
General terms
Asynchronous learning An e-learning event which does not require participation of people at the same moment in time. For example, voice mail, e-mail, file sharing, threaded discussions and interactive voting.
Blended learning Training programmes that combine technology-delivered learning with traditional methods such as face-to-face instructor-led classes. It could also include combining e-learning with other approaches such as knowledge-sharing fairs, open space, mentoring and reading books.
Blog (weblog) A blog consists of regular journal-like entries posted on a web page for public viewing. Blogs usually contain links to other web sites along with the thoughts, comments of the host.
Content management system (CMS) Software application that streamlines the process of designing, testing, approving and posting content on web pages.
HTML This provides the code to enable browsers across platforms to display text, graphics and create links between web pages and links within pages. It provides the instructions to enable browsers such as Internet Explorer and Navigator to operate .
JavaScript A programming language that allows authors to create more stimulating, effective and interactive web pages. Examples include roll-overs and pop-up menus .
Learning content management system (LCMS) A software application that allows trainers
and training directors to manage both the administrative and content- related functions of training. An LCMS combines the course management capabilities of an LMS (learning management system) with the content creation and storage capabilities of a CMS (content management system).
Learning management system (LMS) Software that automates the administration of training events. The LMS registers users, tracks courses in a catalogue and records data from learners. It also provides reports to management. An LMS is typically designed to handle courses by multiple publishers and providers. It usually does not include its own authoring capabilities; instead, it focuses on managing courses created by a variety of other sources.
Learning object Forms the basis of e-curriculum design. It is the smallest chunk of information that can stand alone with meaning. Think of a web page as a learning object. Other terms used here include educational objects, content objects and nuggets.
Synchronous learning Needs to be undertaken in real time with others, to ensure immediate two-way communication. It includes holding meetings by video or audio conferencing, using web cam or conducting live chats on a web site (that is, the opposite to asynchronous learning).
Threaded discussion A series of related e-messages on a given subject, including the original message and subsequent replies. It enables a focused discussion on an issue or topic. Often used in e-learning and virtual teams in the forms of discussion groups.
Virtual classroom Delivery of scheduled learning at multiple classrooms via networked solution at the same time.
XML Allows you to describe data and its structure. It works with HTML to assist tagging and linking of information and data. XML is now firmly established as the preferred option for digital learning because it aids advanced searching and find capabilities.
Active Server Pages (ASP) One of the most popular Microsoft applications for creating a dynamic web site and enhancing interactivity. Typically you will need some knowledge of HTML and SQL to benefit, as well as a Microsoft operating system.
Cold fusion Creates a data-driven web site. Cold fusion could be used to drive an ezine (electronic newsletter) service. Again you will need some knowledge of programming languages to benefit. Other products that perform this service are Dreamweaver and Ultra Dev.
Common gateway interface (CGI) Sets the rules on how a web server talks to a program. Used for guest books, hit counters, shopping carts, filling out forms and message boards to operate.
Java Server Pages (JSP) Another means by which to create dynamic web sites. JSP uses Java. (Java is one of the most popular web programming languages.) Java and JSP will run on almost all major operating systems.
Web page applications
Current software products that can aid e-learning and web page design include: Dreamweaver, Microsoft FrontPage, Fireworks, Flash and Microsoft PowerPoint.

Building a business case for digital learning

Kick starting

Which hot business issues could be used to showcase digital learning?
Which learners are technologically prepared?
Do you have senior management backing?
Which pressures exist that are making the commitment difficult?
Do you have a champion of the cause?
Is the message of, ˜Why digital learning getting out there?
Do people have the knowledge, funding and equipment to undertake such a commitment?

Building momentum

Are you supplementing the digital push with other sources of inspiration like newsletters, e-mail reminders, demonstrations and fliers?
Do managers, mentors, coaches and trainers encourage change on the job?
Do you produce evidence that indicates which parts of the business are exploring and/or using the new technology?
Are people getting an opportunity to put into practice what they are learning?

Generating value

Is the usage and application of new technologies noted, rewarded and acknowledged ?
Is the learning being attached to digital learning seen as meaningful for both the individual and business?
Is there a clear linkage between what is being learnt and the needs of the individual and business?
Are you capturing stories of how the new approach is helping new connections, improving know-how and helping the business?
How do you propose to track future activity, contribution and usage?
Are people giving and receiving feedback on how the process could be improved?