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Zen And The Art Of E Learning Con Verge 0912
 

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

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