Post on 14-Jan-2016
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The Workplace eLearner: Designing and delivering eLearning into the workplace
Keith Tyler-Smith
eProject Manager, TANZ
ITF Research Forum2nd Vocational Education
Research Forum 2005Presentation
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Technology & LearningTechnology & Learning
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QuoteQuote
“There has been a dramatic shift in recent years away from viewing educational institutions as the principal places in which learning occurs towards a recognition of the power and importance of the workplace as a site of learning.”
(Boud, D. (Ed.) (1998) Current Issues and New Agendas in Workplace Learning. Adelaide: National Centre for Vocational Education Research)
“There has been a dramatic shift in recent years away from viewing educational institutions as the principal places in which learning occurs towards a recognition of the power and importance of the workplace as a site of learning.”
(Boud, D. (Ed.) (1998) Current Issues and New Agendas in Workplace Learning. Adelaide: National Centre for Vocational Education Research)
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Presentation OutlinePresentation Outline
Polytechnics & workplace learning Case Study Project background Project team approach Development process Workplace learners Course design Delivering training into the
workplace Applying new learnings Re-thinking the design Dramatised interactive scenarios Conclusion
Polytechnics & workplace learning Case Study Project background Project team approach Development process Workplace learners Course design Delivering training into the
workplace Applying new learnings Re-thinking the design Dramatised interactive scenarios Conclusion
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Polytechnics/Industry RelationshipsPolytechnics/Industry Relationships
Historically, polytechnics, industry, business & public sector have an extensive & close relationship e.g: Polytechnics provide entry
level workers Cooperate to place learners
into internships, clinical placements, apprenticeships, work experience etc.
Industry representatives on curriculum advisory boards
Historically, polytechnics, industry, business & public sector have an extensive & close relationship e.g: Polytechnics provide entry
level workers Cooperate to place learners
into internships, clinical placements, apprenticeships, work experience etc.
Industry representatives on curriculum advisory boards
Industry guidance with curriculum design & applied qualifications
Industry & business specialists as guest tutors/ examiners
Industry guidance with curriculum design & applied qualifications
Industry & business specialists as guest tutors/ examiners
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“...too rigid, too expensive, unresponsive and not really equipped to develop and deliver programmes that are tailored to the client’s specific needs”
“...too rigid, too expensive, unresponsive and not really equipped to develop and deliver programmes that are tailored to the client’s specific needs”
Delivering into the workplaceDelivering into the workplace
Delivering training and education into the workplace is a different story
Polytechs seen by some as:
Some workplace training/education developed & delivered by polys, but unsystematic & patchy
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Polytechnic ConstraintsPolytechnic Constraints
Polytechnics operate under many constraints such as: Differences in funding structures eg EFTS vs ITO
funding Institution admin, management & financial systems
geared to EFTS funding structures Not well set up for “one off” customised course
development & delivery Recovery of high institution overheads drives up costs Little fat in poly sector to develop/deliver training
outside normal classroom-based operation
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Change in Learning LandscapeChange in Learning Landscape
Technology & globalisation driving change in all spheres
Competitive edge now dependent on smarter, change-responsive workforce
Skill shortage means development of existing staff now key to retention and recruitment
Learning needs of those in workforce for career advancement, career change & upskilling
Traditional poly demographic changing Working life no longer 9-5 day/5 day week norm Part-time night/block courses no longer suit many
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QuoteQuote
“In an era of lifelong learning universities [and polytechnics], in
the industrialised world will be marginalised unless they are
efficient and flexible enough to meet today’s myriad educational
and training needs” Daniel, J.S. (1996), 'Implementing a technology strategy', ch. 8 in Mega-
Universities and Knowledge Media: Technology Strategies for Higher Education, Kogan Page Ltd, London, pp. 136-65
“In an era of lifelong learning universities [and polytechnics], in
the industrialised world will be marginalised unless they are
efficient and flexible enough to meet today’s myriad educational
and training needs” Daniel, J.S. (1996), 'Implementing a technology strategy', ch. 8 in Mega-
Universities and Knowledge Media: Technology Strategies for Higher Education, Kogan Page Ltd, London, pp. 136-65
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Traditional method of off-job workshop, seminar type workplace training seen by some as not effective in skills/knowledge transfer to workplace
Workplace LearningWorkplace Learning
“... a loss of US$90 billion to business because of the failure for more than approximately ten per cent
of training transfer to succeed.” Detterman, D. K. (1993) The case for the prosecution:Transfer as an epiphenomenon. In D. K. Detterman & R. J Sternberg (Eds), Transfer on trial: Intelligence, cognition and instruction. Norwood, NJ: Ablex.
“... a loss of US$90 billion to business because of the failure for more than approximately ten per cent
of training transfer to succeed.” Detterman, D. K. (1993) The case for the prosecution:Transfer as an epiphenomenon. In D. K. Detterman & R. J Sternberg (Eds), Transfer on trial: Intelligence, cognition and instruction. Norwood, NJ: Ablex.
Cost of off-job training, including cost of training, loss of productivity, cost of travel etc. a barrier
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Web Technology Enabled LearningWeb Technology Enabled Learning
eLearning technologies offer polytechnics an opportunity to effectively deliver highly applied, contextualised and personalised workplace learning
Web-delivered, technology enabled learning offers workplaces the opportunity of increased skills, expertise & knowledge transfer through: learner centred education/training convenient learner access extended learning time frame ongoing peer/tutor interaction & communication workplace contexualised & applied learning
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Case StudyCase Study
Comparison between original pilot project funded by Skill New Zealand: The National Certificate in First Line Management –
level 4 (online) Delivered to Meat Inspector Supervisors in 80
meatworks throughout NZ And eCDF project
The National Certificate in First Line Management – level 4 (online)
Delivered to Public Sector employees throughout NZ Corrections, Local Government, DIA, Police, NZQA & Fire &
Rescue
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TANZTANZ
Tertiary Accord of New Zealand Two NI & two SI Polytechnics /
Institutes of Technology Manakau Institute of Technology (MIT) Universal College of Learning (UCOL) Christchurch Polytechnic Institute of
Technology (CPIT Otago Polytechnic (TekOtago)
Tertiary Accord of New Zealand Two NI & two SI Polytechnics /
Institutes of Technology Manakau Institute of Technology (MIT) Universal College of Learning (UCOL) Christchurch Polytechnic Institute of
Technology (CPIT Otago Polytechnic (TekOtago)
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Project BackgroundProject Background 2001 ASURE NZ & PSTO approach TANZ to develop
& deliver NCFLM level 4 Wanted an online solution to dovetail with their
intranet document management system Widely distributed workforce - cost of off job training
too much Wanted an identifiable career path opportunity for
meat inspector supervisors Faced with ageing supervisor group (average age
45+) – qualifications not recognised outside industry Needed to encourage greater level of “churn” in
ASURE workforce
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Development of PilotDevelopment of Pilot
TANZ project, but lead by CPIT Project designed & delivered in very
short timeframe – March to June 2002
Involved Front End Analysis (FEA) with stakeholders & reference learner group
Usability tested with reference learner group
Developed using Blackboard as LMS Initially used a traditional distance
learning approach to course structure
TANZ project, but lead by CPIT Project designed & delivered in very
short timeframe – March to June 2002
Involved Front End Analysis (FEA) with stakeholders & reference learner group
Usability tested with reference learner group
Developed using Blackboard as LMS Initially used a traditional distance
learning approach to course structure
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Team approach to design & development (all part-time) Project manager eLearning designer/Web
Developer (prior to Sweden)
Content writer Web developer/ LMS
Administrator
Team approach to design & development (all part-time) Project manager eLearning designer/Web
Developer (prior to Sweden)
Content writer Web developer/ LMS
Administrator
Team ApproachTeam Approach
Project Team visits PPCS Belfast Meatworks
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Design & Development of PilotDesign & Development of Pilot
Rapid prototyping approach to design & development: learners, subject experts,
designers, developers & course facilitators interact in continuous review/revision cycle
used learner feedback and evaluation to improve
redesigned & updated while delivering early units
deliberately designed to enable easy re-contextualisation to different industry
Rapid prototyping approach to design & development: learners, subject experts,
designers, developers & course facilitators interact in continuous review/revision cycle
used learner feedback and evaluation to improve
redesigned & updated while delivering early units
deliberately designed to enable easy re-contextualisation to different industry
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Pilot Course ArchitecturePilot Course Architecture
ToolkitWorkbook
Activity TemplatesArticle
Case studySelf-test quiz
Workplace
Module #1Pages 1-11
[learning unit screens]
Module 2Pages 1-9
[learning unit screens)
Module #3Pages 1-10
[learning unit screens)
Module #4Pages 1-7
[learning unit screens)
Assessment activities
Module #2
Assessment activities
Module #4
Assessment activities
Module #1
Discussion &
sharingspace
Assessment activities
Module #3
Course Intro[Topic
overview, learning
outcomes, course
schedule, assessment schedule]
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Experience so farExperience so far
Programme went live in June 2002 First cohort of 32 just completed full
programme Second cohort of 55 ¾ through 3rd cohort to start in 4 weeks time To date 87 have engaged in the
programme 11 have dropped out of which 6 have re-enrolled
Feedback from learners & organisation shows significant value add
Programme went live in June 2002 First cohort of 32 just completed full
programme Second cohort of 55 ¾ through 3rd cohort to start in 4 weeks time To date 87 have engaged in the
programme 11 have dropped out of which 6 have re-enrolled
Feedback from learners & organisation shows significant value add
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Learner FeedbackLearner Feedback
“I also got quite frustrated when I got busy at work and couldn't work on it as much as I liked but this is not a reflection on the course, I have compared it at times to a good novel, once you pick it up it is hard to put it down.”
“I have enjoyed doing this course so much and have got so much out of it that I am considering continuing on with some other form of training/self improvement when I am finished.”
“I have learnt some new ways to tackle issues, understand that I have already been doing a lot of things the corect way and learnt new ways to approach issues . Also there are a number of new skills I have developed because of this
course.”
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Client FeedbackClient Feedback
This is an applied, realistic programme that our staff can use immediately to improve their impact on achieving our business objectives, and the seamless service provided by TANZ has enabled us to continue to concentrate on what it is we do best."
Simon Norton
Organisational Development Manager,
Asure New Zealand
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Things learnedThings learned
First time eLearners face multiple steep learning curves at start
1. Negotiating the technology – skills & confidence2. Negotiating the LMS platform – web navigation skills3. Negotiating the content – no formal learning for most
for many years4. Negotiating the “loneliness of the long distance
eLearner” Can result in acute anxiety & learner walking away Perseverance pays off – confidence grows &
learner’s skills, motivation, involvement, participation & progress rises dramatically
Once learner is engaged can be life transforming
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Things learned (cont.)Things learned (cont.)
Adult learners are goal focused – want to know what it is they actually have to do upfront
Already have experience want to access content as they need it – not necessarily how the course designer says
Online conversation designed for minimal use but rapidly grew in importance - seen as important to share knowledge & experience
Involvement & support of line managers crucial Workbooks too cumbersome Learning & assessment activities located & applied in the
workplace provide authentic, meaningful & context specific results
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2004/05 eCDF Project2004/05 eCDF Project
TANZ & PSTO submitted proposal to TEC’s eCDF in September 2003
Contract awarded in December 2003
Project began in March of 2004 First funding received in June
2004 Programme went live in August
2004
TANZ & PSTO submitted proposal to TEC’s eCDF in September 2003
Contract awarded in December 2003
Project began in March of 2004 First funding received in June
2004 Programme went live in August
2004
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eCDF Project ProposaleCDF Project Proposal
Contextualise National Certificate in First Line Management - Online (NCFLM - O) for Public Sector
Develop an additional range of high usage Unit Standards for FLM & Health & Safety for use in other offerings of NCFLM-O or other qualifications
Deliver online into a range of Public Sector Organisations Test a range of learner support and degrees of
“blendedness” options Research and evaluate the development and delivery
process and outcomes Develop a range of technical, content & repository
standards & specifications
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Project ObjectivesProject Objectives
Five objectives:1. Provide a range of Unit Standards in an online
format that will expand employees access to industry training & increase capacity and capability
2. Develop delivery models to increase effectiveness of workplace education & training
3. Course design to ensure transferability & reusability of learning materials & delivery models
4. Develop repository guidelines, specifications & criteria to ensure transferability, reusability & currency
5. Provide learnings and information back to key stakeholders & sectors
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Team ApproachTeam Approach
Same project team work on programme
Full time Project Manager Dedicated eLearning Designer
(living in Sweden) Contract Writer Half-time web developer/LMS
Admin Contract Facilitators (one in
Brisbane)
Same project team work on programme
Full time Project Manager Dedicated eLearning Designer
(living in Sweden) Contract Writer Half-time web developer/LMS
Admin Contract Facilitators (one in
Brisbane)
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Applying New LearningsApplying New Learnings
So changed the course structure “What you have to do” up front
So changed content navigation to provide printable but easily navigated pages
So introduced an online orientation module & F2F technical workshop
So changed to worksheets at end of each section
So made discussion central to learning activities
So changed the course structure “What you have to do” up front
So changed content navigation to provide printable but easily navigated pages
So introduced an online orientation module & F2F technical workshop
So changed to worksheets at end of each section
So made discussion central to learning activities
1. Adult learners already have experience - want to access content as they need it – even non-sequentially
2. Learners want to print off content & struggle with navigation
3. First time eLearners need more support at start
4. End of module workbooks too cumbersome – take too long for feedback
5. Online discussion is important
1. Adult learners already have experience - want to access content as they need it – even non-sequentially
2. Learners want to print off content & struggle with navigation
3. First time eLearners need more support at start
4. End of module workbooks too cumbersome – take too long for feedback
5. Online discussion is important
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Redesigned Course StructureRedesigned Course Structure
Discussion & sharingspace
What you needto do:
Assessment Activities
Module #1
Module #2
Module #3
Module #4
Resources
Work SheetsActivity Templates
ArticleCase study
Self-test quiz
Course Intro[Topic overview, learning
outcomes, course schedule, assessment
schedule]
Module #1Hyperlinked &
printable
Module #2Hyperlinked &
printable
Module #3Hyperlinked &
printable
Module #4Hyperlinked &
printable
Workplace
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Changes MadeChanges Made
Addition of interactive dramatised scenarios
Low Threshold Applications (LTAs) used to overcome workplace technology issues i.e. HTML, photos & audio
Scenarios based around team in core public service
Used to illustrate issues of: Workplace Relationships Managing Conflict Team Building Problem Solving
Addition of interactive dramatised scenarios
Low Threshold Applications (LTAs) used to overcome workplace technology issues i.e. HTML, photos & audio
Scenarios based around team in core public service
Used to illustrate issues of: Workplace Relationships Managing Conflict Team Building Problem Solving
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Experience so farExperience so far
Frequent f2f workshops planned to support online delivery - apart from first few, attendance very low, not needed by most
Public sector varies greatly in culture, context & technical infrastructure: eg DIA has 8+ business units – all
with different cultures & ITC Silo nature of & email anxiety in
Public Sector - barrier to online Discussion
Frequent f2f workshops planned to support online delivery - apart from first few, attendance very low, not needed by most
Public sector varies greatly in culture, context & technical infrastructure: eg DIA has 8+ business units – all
with different cultures & ITC Silo nature of & email anxiety in
Public Sector - barrier to online Discussion
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AttritionAttrition
90 started 40 still going 3 categories for withdrawals:
enrolled, but not started started, but stalled early got started, fell behind then quit
Reasons given: “volunteered” by manager thought it would be variation on
workplace assessment own workload too much overwhelmed by technology at the start lack of support from manager/
organisation
90 started 40 still going 3 categories for withdrawals:
enrolled, but not started started, but stalled early got started, fell behind then quit
Reasons given: “volunteered” by manager thought it would be variation on
workplace assessment own workload too much overwhelmed by technology at the start lack of support from manager/
organisation
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ConclusionsConclusions
eLearning into the workplace does work providing learners get right support at start
Organisation and line manager support is critical eLearning suits younger workers – digital refugees
struggle at start, but get it if supported eLearning in the workplace now feasible Technology, skill shortages & trad training costs are
primary drivers Polytechnics need to rapidly develop skills, capability
& new financial/admin models to provide tailored training/education for workplace contexts
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Questions???Questions???
TANZ Website
www.tanz.ac.nz
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Alliance Laneville (3)Alliance MakerewaBlue SkyPPCS Kennington
PPCS BurnsidePPCS FinegardAlliance Mataura (2)PPCS Waitane
PPCS Mossburn Alliance SmithfieldPPCS Pareora (2)Alliance Pukeuri
PPCS BelfastAlliance Sockburn
Alliance Nelson
Taylor Preston
Riverlands ElthamAffco ImlayRichmond Hawera
Te Kuiti Meats
Richmond DargavilleAffco Moerewa
Affco Rangiuru
Affco Wairoa
Richmond Te Aroha
Progressive Hastings
Richmond TakapauAlliance DannevirkeRichmond Oringi
Affco Horotiu
Clover Meats
Meatworks serviced by ASURE NZ
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First-Time eLearner’s JourneyFirst-Time eLearner’s Journey
Progress through Programme
High ConfidenceHigh ComfortLow Anxiety
High Motivation
Low ConfidenceLow ComfortHigh Anxiety
Low Motivation
Low Skill LevelUnconsciously -
UnskilledDon’t know what they don’t know
Higher Skill LevelConsciously -
SkilledKnows how to find out about what’s
not known
Becoming an eLearner
Negotiating content
Negotiating LMS
Negotiating technology
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