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Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
Zen And The Art Of E Learning Con Verge 0912
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Zen And The Art Of E Learning Con Verge 0912

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A tongue in cheek look at lif\'e\'s mysteries particularly e-learning with three universal truths to guide practice

A tongue in cheek look at lif\'e\'s mysteries particularly e-learning with three universal truths to guide practice

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  • 1. 4 December 2009 conVerge 09 Zen and the art of e-learning or making the e stick Clint Smith Director LearnWorks
  • 2. an enquiry into quality
  • 3. maintenance mindset quality in the moment classic v romantic “ stickability ” value
  • 4. Adding value supporting e-learners
  • 5. Supporting e-learners in workplaces Industry Integration of E-learning project Feb 2009
  • 6. <ul><li>How do you get learning to work? </li></ul><ul><li>Meta-analysis of research assessing value of training </li></ul>Wilson Learning ILDP Forum, Sydney 2008 Learner readiness Organisational characteristics Michael Leimbach Assess Prepare Learn System Measure impact Align org objectives
  • 7. <ul><li>Strategies to develop learner readiness – % improvement in outcomes </li></ul><ul><li>motivate to use 10–49% </li></ul><ul><li>motivate to learn 8–42% </li></ul><ul><li>link to career 5–57% </li></ul><ul><li>build self-efficacy (belief in ability) 5–25% </li></ul>Getting learning to work
  • 8. <ul><li>Strategies in design of the delivery - % improvement in outcomes </li></ul><ul><li>realistic practice 10–22% </li></ul><ul><li>goal setting 7–18% </li></ul><ul><li>reviewing (tips, reminders) 10–12% </li></ul>Getting learning to work
  • 9. <ul><li>Organisational characteristics - % improvement in outcomes </li></ul><ul><li>manager support 10–67% </li></ul><ul><li>clear job relevance 8–37% </li></ul><ul><li>work/learning culture 5–20% </li></ul>Getting learning to work
  • 10. Three stages of support Industry Integration Project before during after stage recruit support apply purpose UPTAKE COMPLETION IMPACT result, measure transfer of learning
  • 11. <ul><li>Self-paced individual, computer-based, auto-assessed, no trainer </li></ul><ul><li>Self-paced plus personal support from coaches, mentors, supervisors, champions etc </li></ul><ul><li>Self-paced + face-to face (BL 1.0) add a conventional trainer with training room </li></ul><ul><li>Facilitated online group learning using an LMS, web conferencing, other comms tools </li></ul><ul><li>Blended e-learning 2.0 any mixture of these </li></ul>Types of workplace e-learning
  • 12. <ul><li>Self-paced + personal support 47% </li></ul><ul><li>Blended learning 37% </li></ul><ul><li>Self-paced + face-to face 31% </li></ul><ul><li>Self-paced 35% </li></ul><ul><li>Facilitated online groups 13% </li></ul>How much of which?
  • 13. Why use facilitation (online or face-to-face)? <ul><li>assessment requirements 63% </li></ul><ul><li>some people prefer group learning 50% </li></ul><ul><li>support for less self-directed learners 41% </li></ul><ul><li>course outcomes need group interaction 39% </li></ul><ul><li>right self-paced courseware not available 39% </li></ul><ul><li>courseware not motivating enough 37% </li></ul><ul><li>learner IT skills low or variable 32% </li></ul><ul><li>use existing training materials 28% </li></ul><ul><li>learner literacy/numeracy levels low 22% </li></ul>
  • 14. Do you need facilitation? Guidelines for supporting e-learners in workplaces Feb 2009 htt p://industry.flexiblelearning.net.au/
  • 15. Which support strategies do you need? Model 3: Selecting strategies to support workplace e-learners before… during… … after the training
  • 16. Checking learner readiness
  • 17. Checking learner readiness
  • 18. <ul><li>Not only </li></ul><ul><li>trainers </li></ul><ul><li>online trainers/facilitators </li></ul>Who provides support? <ul><li>but also </li></ul><ul><li>supervisors/line managers </li></ul><ul><li>technical staff, IT </li></ul><ul><li>managers/HR </li></ul><ul><li>e-learning champions (at business sites) </li></ul><ul><li>e-learning project managers (industry or business level) </li></ul><ul><li>RTO e-learning consultants/mentors </li></ul><ul><li>content experts </li></ul><ul><li>courseware designers and developers </li></ul><ul><li>workmates, colleagues </li></ul>
  • 19. Smith’s first law of e-Zen™ quality content + quality support value =
  • 20. Making it stick embedding e-learning
  • 21. Survey: 2008 E-learning Innovations projects <ul><li>$5.3 funding for 140 projects </li></ul><ul><li>approx 50% for business-provider partnerships </li></ul><ul><li>survey in June 2009 to review impact and embedding of innovation </li></ul><ul><li>research and review by LearnWorks </li></ul>
  • 22. Embedding innovation: follow-up delivery RTO survey: What direct delivery follow-up has there been? Survey: 2008 E-learning Innovations projects
  • 23. Embedding innovation: sustaining teams Partner survey: Have you used your 2008 team to support other e-learning initiatives? Survey: 2008 E-learning Innovations projects
  • 24. &nbsp;
  • 25. Impact of innovation: business development RTO Survey: To what extent did each of these goals apply to your 2008 project?
  • 26. Strategies for embedding (e)innovation <ul><li>Teambuilding : retain teams to implement other initiatives </li></ul><ul><li>Benchmarking : measure your e-progress </li></ul><ul><li>Market research : check the demand for e </li></ul><ul><li>Repertoire : extend your e-learning tools </li></ul><ul><li>Planning : integrate e-learning in other plans </li></ul><ul><li>Upskill : build your staff e-capability </li></ul><ul><li>Support : resource e-mentors or champions </li></ul><ul><li>Fund : investigate other sources and models </li></ul><ul><li>Partner : make alliances to build scope </li></ul><ul><li>Prepare : build learner e-skills and awareness </li></ul>Embedding checklist, Victoria, 2008
  • 27. Embedding innovation: other strategies Partner survey : has your organisation used any of these strategies to leverage the impact of your 2008 innovation projects? Survey: 2008 E-learning Innovations projects
  • 28. Embedding innovation: marketing Partner survey: which strategies have you used to make your project known? Survey: 2008 E-learning Innovations projects
  • 29. &nbsp;
  • 30. Smith’s second law of e-Zen™ more delivery + clever maintenance stickability =
  • 31. Growing up towarsd e-maturity
  • 32. http://www.elnet.com.au
  • 33. The six strands of the Towards Maturity model E-learning maturity in the workplace – the benefits and practices   Laura Overton and Helen Hills, Impact 1 (1), Sydney: ElNet
  • 34. Descriptors of strands in the Towards Maturity model  
  • 35. Self-assessment statements around workplace e-learning maturity
  • 36. Maturity profile of sample  
  • 37. Changes with maturity
  • 38. Smith’s third law of e-Zen™ clever e-solutions + demonstrated value e-nirvana =
  • 39. Clint Smith Director LearnWorks performance design services [email_address] 03 9528 5337 0410 569 386 skype clintos2

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