BIG & FED a 6C learning case study Online Educa Berlin Dec 1 st 2006

Agenda Introduction to the players and the project Setup of the project 1C Concept 2C Computer Infrastructure 3C Content 4C Culture & Attitude 5C Coaching 6C Coordination & Control The survey Background Who are the e-learners and how do they learn? Evaluation: some numbers Attempt to build a scorecard Does coaching matter? Questions Further information

Introduction to the players and the project

Setup of the project

1C Concept

2C Computer Infrastructure

3C Content

4C Culture & Attitude

5C Coaching

6C Coordination & Control

The survey

Background

Who are the e-learners and how do they learn?

Evaluation: some numbers

Attempt to build a scorecard

Does coaching matter?

Questions

Further information

The project Background of the project Some characteristics and key points

Introduction to the players and the project/1 BIG & FED (anonymous study) Previously a limited e-learning pilot project among 500 users (2003) Current e-learning project (April 2005 – April 2007) LOT 1 : infrastructure An LMS on the intra net Training on the LMS Promotion/launch of e-learning LOT 2 : in-house courses Training on e-learning development (ID + tool) Create 2 custom courses LOT 3 : off-the-shelve courses 4000 courses on Languages, MS Office , ICT With coaching sessions and coaching via e-mail/forums Motivation of students

BIG & FED (anonymous study)

Previously a limited e-learning pilot project among 500 users (2003)

Current e-learning project (April 2005 – April 2007)

LOT 1 : infrastructure

An LMS on the intra net

Training on the LMS

Promotion/launch of e-learning

LOT 2 : in-house courses

Training on e-learning development (ID + tool)

Create 2 custom courses

LOT 3 : off-the-shelve courses

4000 courses on Languages, MS Office , ICT

With coaching sessions and coaching via e-mail/forums

Motivation of students

Introduction to the players and the project/2 SITUATION: The Belgian Ministry of Finance had been relying on classroom-based education to train employees. Some courses had waiting lists of more than 15 months, and many employees lost valuable time traveling to Brussels to take classes. To improve employee productivity and speed education delivery, the Belgian Ministry of Finance wanted to modernize its educational system by introducing e-learning. As the organization considered how to proceed, it was challenged by the lack of an e-learning infrastructure and a workforce that was unfamiliar with information communications technology (ICT). SOLUTION: The Belgian Ministry of Finance implemented an intranet-based platform based on IBM Workplace Collaborative Learning V2.5 software to deliver and track all e-learning courses. In only two months, IBM Global Business Services was able to implement the new infrastructure, which supports 4,000 employees and accommodates approximately 900 concurrent users. To introduce the solution, the Global Business Services team worked with the ministry to develop a communication plan and campaign to promote e-learning among employees. BENEFITS: The waiting period for courses in highest demand at the Belgian Ministry of Finance dropped from 15 months to just one month . Rather than taking a two-day classroom training session, employees can now complete the necessary training in the office in only 11 hours.

SITUATION:

The Belgian Ministry of Finance had been relying on classroom-based education to train employees. Some courses had waiting lists of more than 15 months, and many employees lost valuable time traveling to Brussels to take classes. To improve employee productivity and speed education delivery, the Belgian Ministry of Finance wanted to modernize its educational system by introducing e-learning. As the organization considered how to proceed, it was challenged by the lack of an e-learning infrastructure and a workforce that was unfamiliar with information communications technology (ICT).

SOLUTION:

The Belgian Ministry of Finance implemented an intranet-based platform based on IBM Workplace Collaborative Learning V2.5 software to deliver and track all e-learning courses. In only two months, IBM Global Business Services was able to implement the new infrastructure, which supports 4,000 employees and accommodates approximately 900 concurrent users. To introduce the solution, the Global Business Services team worked with the ministry to develop a communication plan and campaign to promote e-learning among employees.

BENEFITS:

The waiting period for courses in highest demand at the Belgian Ministry of Finance dropped from 15 months to just one month .

Rather than taking a two-day classroom training session, employees can now complete the necessary training in the office in only 11 hours.

Setup of the project 6 attention areas of 6C learning framework http://www.6Clearning.org Free for non-commercial use

6 attention areas of 6C learning framework

http://www.6Clearning.org

Free for non-commercial use

1C Content – 2C Infrastructure – 3C Content 1C Concept Classical benefits of e-learning (anyX) The future of learning Embedded Learner-centered Collaborative Reduce ‘education tourism’ 2C Computer Infrastructure LMS with discussion forums Intranet, not internet E-learning starts with ‘e’ Effect of technical problems nov-jan Sizing of platform 3C Content E-books and e-courses Content in local languages Difficult to find on the market Courses have a time limit

1C Concept

Classical benefits of e-learning (anyX)

The future of learning

Embedded

Learner-centered

Collaborative

Reduce ‘education tourism’

2C Computer Infrastructure

LMS with discussion forums

Intranet, not internet

E-learning starts with ‘e’

Effect of technical problems nov-jan

Sizing of platform

3C Content

E-books and e-courses

Content in local languages

Difficult to find on the market

Courses have a time limit

4C Culture – 5C Coaching – 6C Coordination 4C Culture & Attitude Roadshow for managers Poster and mail campaign Frequent articles in FinINFO Info website with tips and demo In the survey Invite-a-colleague Messages for your successors 5C Coaching (support from end to end) Proactive coaching Welcome mail and step-by-step guides Coaching via e-mail / forums (24h) Coaching via face-to-face sessions Enrollment: managers have 8 days to refuse Maintenance: public forum for Office Q&A 6C Coordination & Control Monthly joint steering group Monitoring, status Processes Survey Enrollment Orientation Study Evaluation Mapping Maintenance

4C Culture & Attitude

Roadshow for managers

Poster and mail campaign

Frequent articles in FinINFO

Info website with tips and demo

In the survey

Invite-a-colleague

Messages for your successors

5C Coaching (support from end to end)

Proactive coaching

Welcome mail and step-by-step guides

Coaching via e-mail / forums (24h)

Coaching via face-to-face sessions

Enrollment: managers have 8 days to refuse

Maintenance: public forum for Office Q&A

6C Coordination & Control

Monthly joint steering group

Monitoring, status

Processes

Survey

The survey

The survey - background Survey structured according to 6C learning 37 questions in 8 sections On MS Office students 42,8% 30,5% 25,5% 61,6% Response rate 636 60 154 422 Number of validated responses [3] 1487 197 605 685 Number of enrolled students N/A 22 June 2006 3 March 2006 4 Nov 2005 End date [2] N/A 7 June 2006 20 Feb 2006 13 Oct 2005 Start date [1] All waves Wave 3 Wave 2 Wave 1

Survey structured according to 6C learning

37 questions in 8 sections

On MS Office students

The survey – who are the e-learners? On average the e-learner is in her/his forties, regularly uses a PC at work and at home, has no prior e-learning experience and holds a higher education degree 31,71% 39,51% 21,26% 7,48% 0,04% Workforce 36% 40% 21% 3% 0% Respondents >50 40-49 30-39 20-29 <20

On average the e-learner is in her/his forties, regularly uses a PC at work and at home, has no prior e-learning experience and holds a higher education degree

The survey –how do they learn? Virtual island: e-learning is self-study Not involving colleagues, fellow-students Colleagues / managers indifferent Low usage of coaching More time than estimated by courseware vendor Learning concentrated a few days or weeks before the course deadline

Virtual island: e-learning is self-study

Not involving colleagues, fellow-students

Colleagues / managers indifferent

Low usage of coaching

More time than estimated by courseware vendor

Learning concentrated a few days or weeks before the course deadline

The survey – evaluation /1 80% agree they have learned practical skills for their daily job 71% feel they have learned the intended skills The average gap between pre- and post tests is 15% Average overall course satisfaction is 61% and 80% on the 3th wave (Equals classroom satisfaction) 76% want to follow another e-learning course in the near future

The survey – evaluation /2 E-learning is new, how to shape expectations? Is a positive experience for about 70% 22% 6% 72% 13% 2% 6% 5% Prior experience 87% 20% 67% No prior experience Negative or worse experience Neutral Positive or better experience Overall

E-learning is new, how to shape expectations?

Is a positive experience for about 70%

The survey – scorecard attempt /1 Questions linked to weighted topics 19 20% Helpdesk calls 13 tot 18 40% Technical problems 12 40% LMS easy of use 2C - Computer Infrastructure 11 40% Learner centric 10 50% Embedded in daily work 9 10% Collaborative 1C - Concept Questions Weight Characteristic 6C area

Questions linked to weighted topics

The survey – scorecard attempt /2

The survey – does coaching matter? Coaching costs, but About 25% uses coach About 10% goes to coaching sessions Survey indicates positive effect on Study results Course satisfaction Repurchase behavior

Coaching costs, but

About 25% uses coach

About 10% goes to coaching sessions

Survey indicates positive effect on

Study results

Course satisfaction

Repurchase behavior

Questions & further information Representatives of FED steering group http://www.6Clearning.org my blog : http://www.about2findout.com/blog paper ‘BIG & FED: a 6C learning story – the survey’ available on request [email_address]

Representatives of FED steering group

http://www.6Clearning.org

my blog : http://www.about2findout.com/blog

paper ‘BIG & FED: a 6C learning story – the survey’ available on request

[email_address]

Backup slides

6C learning – a pragmatic model for 2 nd generation e-learning projects (example of ‘academic’ model of formal learning) Strategic vision on the future of learning Concept AnyX learning JIT Collaborative Student-centric Embedded Extended Technology enables Computer Infrastructure Open standards Integration In house or hosted Scalable Secure Inclusion Is king Content Rich media Interactive Modular Open standards Make or buy Meta data 1 st generation Take down the e-learning barriers Culture & Attitude Life long learning Active Learning organization Motivation Change mgmt. Community Incentives Sensibilise 2 nd generation Guidance Coaching Enrollment Orientation Study Evaluation Mapping Management Coordination & Control Quality Cost ROI Planning Central Time Governance processes Maintenance