Barriers to eLearning in the Federal Government


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  • Welcome to our self directed learning environment!
  • We have based our asynchronous, self paced and self directed module on the principles of adult learning which posit that adults learn best when they are in control of their learning process and when learning is situated in a real life context. This philosophy is related to learning methodologies seen on the slide with evidence of use in our module.
  • We have created this module to support federal government workers and contractors in the learning field. Since the federal government is so large and diverse we have invented a mock agency Department of Government (DoG) to represent oft encountered challenges in developing e-learning programs.
  • There is little research done on barriers to e-learning specifically in the federal government. However, some research has been done on e-learning barriers in other sectors, mostly higher education. Certain patterns emerge and are intensified in the public sector which has particular needs for security, accessibility, and professional development of employees.
  • Our learning objectives are largely dependent on learner motivation and engagement since there is no evaluation of performance.
  • We’re employing a variety of instructional techniques throughout the eLearning module, specifically around scenario based problems in our mock agency.
  • We provide learners to links to a variety of tools and resources. In the interest of space, we embedded only a few videos and presentations.
  • Using the fictional agency Department of Government also known as DoG, we present the learner with a number of obstacles frequently faced by instructional designers who build training for Federal government employees. Based on our research we categorized barriers in major and sub-categories.
  • For each sub-category of barrier there is a scenario describing a situation in which the learning specialist encounters a challenge.A variety of instructional material is then provided to the learner to explore the issue.Then reflective questions are provided to the learner in the scenario situation. The questions can be answered individually or collaboratively in the wiki format. The last question applies resources directly to the learner’s real life context.The learner is then provided with a resource “kit” of three pages for his/her specific context: a guide on creating a personal learning environment, a page asking him/her to apply knowledge to his/her specific work context, and a template for a strategic plan for overcoming barriers in his/her specific work context. The kit is for the entire range of barriers.The learner can either revisit the barriers after the resource kit or visit all the barriers before applying lessons learned in his/her organizational context.
  • Thank you for visiting our module!
  • Barriers to eLearning in the Federal Government

    1. 1. Barriers to E-learning in the Federal Government<br />A self directed learning environment<br />Developed for EDIT 611<br />By Marcella Simon& Meredith Moss<br />
    2. 2. Overview<br />Methodologies<br />Audience <br />Problem<br />Learning Objectives<br />Module Structure and Process<br />Tools and Techniques<br />References<br />
    3. 3. Methodologies<br />All of the following methodologies are related to but not necessarily exclusive to principles of adult learning which emphasize learning is most effective when based on and relevant to real life experiences (Huang, 2002)<br />Self-directed learning- learner locates own resources and evaluates own progress (Song & Hill, 2007)<br />Problem based learning- problem is situated in real life context and is complex (Savery & Duffy, 2001)<br />Constructivism- learning environment is designed to “support and challenge the learner's thinking” (Savery & Duffy, 2001)<br />Connectivism- choosing what to learn and ability to see connections between ideas and concepts (Rudestand &Schoenholtz-Reed, 2010)<br />
    4. 4. Audience<br /> Learning specialists, managers, and administrators in the federal government tasked with the design and development of distance learning programs for the purpose of professional development for federal employees. <br />
    5. 5. Problem<br />Observation:We both have experience designing online learning in federal government agencies and have encountered barriers <br />Literature Review:Little on federal government specific barriers to e-learning but categories of barriers consistent across sectors<br />Survey:Responses from federal employees and contractors show emphasis on barriers such as resources, security, accessibility, and organizational attitude towards e-learning<br />
    6. 6. Learning Objectives<br />After completion of the module, the learner will:<br /><ul><li>Recognize the issues and challenges involved in developing and implementing an eLearning program in a federal government agency
    7. 7. Identify viable strategies for overcoming obstacles to eLearning
    8. 8. Create a personal learning environment customized for each challenge
    9. 9. Develop a strategic plan for overcoming challenges at his/her workplace</li></li></ul><li>Instructional Techniques<br />
    10. 10. Technology Tools<br />
    11. 11. Module Structure<br />
    12. 12. Module Process<br />Barrier<br />Scenario<br />Resources<br />Questions<br />DoG Context<br />Problem Based<br />PLE guide<br />Learner Context<br />“resource kit”<br />Organizational Context<br />Strategic Plan<br />
    13. 13. References<br />Huang, H., 2002, Toward constructivism for adult learners in online learning environments, British Journal of Educational Technology, Vol 33 No 1 pp. 27-37.<br />Rudestam, K.E. & Schoenholtz-Reed, 2010, J. Handbook of Online Learning 2nd Edition, Sage Publications.<br />Song , L. & Hill , J.R., 2007, A Conceptual Model for Understanding Self-Directed Learning in Online Environments , Journal of Interactive Online Learning, Volume 6, Number 1, Spring 2007. <br />Savery, J.R. & Duffy, T.M., 2001, Problem Based Learning: An instructional model and its constructivist framework, Center for research on Learning and Technology, Indiana University, CRLT Technical Report No. 16-01 , from<br />