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Barriers to eLearning in the Federal Government

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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 http://www.dirkdavis.net/cbu/edu524/resources/Problem%20based%20learning%20An%20instructional%20model%20and%20its%20constructivist%20framework.pdf<br />

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