Supporting E Learners El Net Congress 1109
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LearnWorks LearnWorks 20 November 2009 Blended Learning Congress ElNet Supporting blended learning Models, designs and strategies Clint Smith Director LearnWorks LearnWorks
Transcript of Supporting E Learners El Net Congress 1109
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20 November 2009Blended Learning CongressElNet
Supporting blended learningModels, designs and strategies
Clint SmithDirectorLearnWorksLearnWorks
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Designing e-learning flexiblelearning.net.au/designing
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Self-paced e-learning (e-training)
• self-paced, individual, self-assessing
• LMS
• little or no collaboration or facilitation
• off-shelf or customised courseware
Intranet-based training for workforce development
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Blended e-learning
• facilitated group learning, on and offline
• choice/mix of LMS, ICT, workplace, f2f• extensive collaboration,
“online community”
flexible delivery to enrolled or workplace clients
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Sample coursefacilitated online e-learning
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Designing blended learningLearning Management System
Communication tools for collaboration
Workplace project
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Designing a blended learning coursecontent
(information)
activity(exercise)
support(facilitator)
assessment(test)
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Designing a blended learning courseLMS discussion forums
emails
SMS reminder
phone conference
podcasting
Web conference
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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
Assess Prepare Learn System
Mea
sure
impa
ct
Alig
n or
g ob
ject
ives
Michael Leimbach
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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
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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
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Organisational characteristics- % improvement in outcomes
• manager support 10–67%• clear job relevance 8–37%• work/learning culture 5–20%
Getting learning to work
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Three stages of support Industry Integration Project
before
during
after
stage
recruit
support
apply
purpose
UPTAKE
COMPLETION
IMPACT
result, measure
transfer of learning
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Supporting e-learners in workplacesIndustry Integration of E-learning project Feb 2009
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Blended e-learning 2.0Individual case by case solutions: range of tools to fit the purpose, combining types, building the repertoire of delivery options
Types of corporate e-learning
Self-pacedindividual computer-based training (courseware, LMS)
Blended learning 1.0Self-paced courseware + face-to-face in groups
Informal learningSupported web-based collaboration (Web 2.0)
Facilitated onlineInstructor-led groups (LMS, virtual classroom)
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• 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?
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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%
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Do you need facilitation?
Guidelines for supporting e-learners in workplaces Feb 2009 http://industry.flexiblelearning.net.au/
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Which support strategies do you need?
before…
during…
… after the training
Model 3: Selecting strategies to support workplace e-learners
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Checking learner readiness
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Checking learner readiness
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• Trainers• Online trainers/facilitators• 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• Content experts• Courseware designers and developers• Work colleagues
Who provides support?
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Learning transfer toolse-learning plus e-performance
Friday 5s forthill.com
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Friday5s™ Fort Hill’s learning transfer manager
USE ITSet your goals for applying training outcomes to work
SUPPORT ITGet workgroup feedback on value and impact on work
TRACK ITGet regular Friday prompts to describe your progress
ACKNOWLEDGE ITLink to mentor/coach level for monitoring, interaction
