Surveying the Landscape of Surveying the Landscape of Web-Based TrainingWeb-Based Training

Margaret DriscollUniversity of Massachusetts Bostonmargaret.driscoll@umb.edu

Focusing QuestionsFocusing Questions

• What is so “strategic” about WBT?

• What are the options?

• How does an organization migrate to WBT?

• What are the skills and techniques required to implement WBT?

What is so “strategic” about WBT?

ExerciseExercise

Why is Web-based training forecast to be

2 billion dallar industry by 2002?

Why Web-Based TrainingWhy Web-Based Training

• Reduces travel and related costs

• Enables learning anytime and anyplace

• Provides just-in-time learning

• Leverages existing infrastructure

• Enables platform independent delivery

• Provides tools for tracking and record keeping

• Makes updating courses easy

“Strategy is a vision directed at what the organization should be, and not how the organization will get there. We define strategy as the framework which guides those choices that determine the nature and direction of an organization.”1

1. Trego, B. & Zimmerman, J. (1980). Top management strategy. New York: Simon & Schuster. P. 17.

What is so “strategic” about WBT?What is so “strategic” about WBT?

• Ability to develop a global workforce

• Respond to shorter product development cycles

• Central to flat and virtual organizations

• Workplace adjusting to needs of employees

• Enables a contingent workforce

• Retention of valued workers

• Responsibility returns to the line management

Why is WBT forecast to be 2 Why is WBT forecast to be 2 billion dallar industry by 2002?billion dallar industry by 2002?

• Cost reduction

• Revenue enhancement/growth

What are the options?

The Options The Options

• Web/computer-based training

• Web/electronic performance support systems

• Web/virtual synchronous classroom

• Web/virtual asynchronous classroom

Web/Computer Based TrainingWeb/Computer Based Training

Purpose: Provides learners with performance based trainingwith measurable goals and objectives

Types ofLearning:

Well structured problems that require transferringknowledge, building comprehension, and practicingapplication of skills

InstructionalTechniques:

Drill and practice, simulations, reading, questioning,and answering

Examples: http://www.seas.gwu.edu:80/student/sbraxton/ISD/objectives_introduction.html

http://www.pacbell.com/ideas-offers/showcase/bandwith-sim.html

http://www.streetinc.com

Web/Electronic Performance Support Web/Electronic Performance Support SystemSystem

Purpose:

Provides learners with practical knowledge andproblem-solving skills in a just-in-time format.

Types ofLearning:

Ill-structured problems that require analysis andsynthesis of elements, relationships, andorganizational principles to produce solutions

InstructionalTechniques:

Problem-solving, scientific method, experientialmethod, project method

Examples: http://www.ionysys.com/Demos/FlexibleBenefits/EmployeeTop.html

http://www.amazon.com

http://cnnfn.com/quickenonfn/tipstools/gateways/retirement.html

Web/Virtual Asynchronous Web/Virtual Asynchronous ClassroomClassroom

Purpose: Provides group learning in an asynchronousenvironment.

Types ofLearning:

Less structured problems that require application,analysis, synthesis, and evaluation to produce newideas, plans, or products

InstructionalTechniques:

Experiential tasks, group discussions, team projects,self-directed learning, discovery method

Examples: http://www.digitalthink.comhttp://avilar.adasoft.com/avilar/msubfrm.htmlhttp://snow.utoronto.ca:1800/Learn2/introduc.htm

Web/Virtual Synchronous Web/Virtual Synchronous ClassroomClassroom

Purpose:

Provides a collaborative group learning expereincein a real-time environment

Types ofLearning:

Ill-structured problems that require the synthesisand evaluation of information and sharedexperience to produce new ideas, plans, orproducts

InstructionalTechniques:

Dialog and discussions; problem-solving, andmaximum interaction.

Examples http://www.centra.comhttp://www.placeware.comhttp://www.ilinc.com

LearnLinc

Video Demo of W/VSCVideo Demo of W/VSC

Web-Based TrainingWeb-Based Training

Learning Unit Temporal

Individual Group Asynch-ronous

Synch-ronous

Web/Computer-based Training x xWeb/ElectronicPerformanceSupport Systems

x xWeb/VirtualAsynchronousClassrooms

x xWeb/VirtualSynchronousClassrooms

x x

How does an organization migrate to Web-based training?

How Does an Organization Migrate to How Does an Organization Migrate to WBT?WBT?

1. Make WBT a business-driven activity

2. Make WBT funding based on value

3. Drive simplicity and standards

4. Demand business results

5. Drive for productivity improvements

6. Create an instructional technology-smart organization

Make WBT Make WBT a Business-Driven Activitya Business-Driven Activity

• Link WBT to business strategy

• Make business managers not training managers accountable for WBT

• Speak in English not “training speak” or techno-babble

Make WBT Make WBT Funding Based on ValueFunding Based on Value

• Make WBT decisions based on cost-benefit analysis

• Create realistic budgets

• Think long-term and beyond individual projects

Assessing the InvestmentAssessing the Investment

Wilder, C. (1999) E-Business: Strategic Investment. Information Week. May 24. P. 48-49, 54, 56.

10

20

30

40

No ROI

28

39

FormalROI

1712

InformalROI

25 23

Both

3026

Does your company require you to demonstrate the potential revenue, payback, or budget impact of e-business applications?

IT

Bus

E-Business E-Business Strategic InvestmentsStrategic Investments

“Most companies are justifying their E-business ventures NOT in terms of ROI but

in terms of strategic goals.”

An Information Week Survey Found• Creating or maintaining a competitive edge• Improving customer satisfaction• Keeping pace with the competition• Establishing or expanding brand awareness

Source: Wilder, C. (1999) E-Business: Strategic Investment. Information Week. May 24. P. 48-49, 54, 56.

Drive Simplicity and Standards Drive Simplicity and Standards for WBTfor WBT

• Establish standards

• Choose products that offer flexibility

• Question exceptions to the standards

• Consider the impact of obsolescence

• Anticipate links to other applications

• Outsource to avoid standard choice

Demand Business Results for Demand Business Results for WBTWBT

• Start with simple projects that demonstrate real results

• Buy existing courseware when available and avoid customization

• Benchmark project against project plan

• Conduct post-project reviews

Drive Productivity Drive Productivity Improvements Improvements

for WBTfor WBT

• Control your WBT operations costs

• Benchmark against competitors, outsourcing options, and divisions

• Recognize best practices

• Set cost and service targets

Create an Instructional Create an Instructional Technology-Smart OrganizationTechnology-Smart Organization

• Involve top management and business managers

• Bridge the gap between training and business

• Be a business manager first an educator second

• Demand real-estate with access to management

How Does an Organization How Does an Organization Migrate to WBT?Migrate to WBT?

1. Make WBT a business-driven activity

2. Make WBT funding based on value

3. Drive simplicity and standards

4. Demand business results

5. Drive for productivity improvements

6. Create an instructional technology-smart organization

What are the skills and techniques required to implement WBT?

The Skills & Techniques Required The Skills & Techniques Required to Implement WBTto Implement WBT

• Business Skills

– Return-on-investment

– Project Management

– Influence Management • Educational t skills

– Needs Assessment

– Instructional Design

– Instructional Technology

• Technical Skills

– Computer fluency

– Advanced conceptual knowledge

Resources

Instructional DesignInstructional Design

Dick, W., & Carey, L. (1978). The systemic design of instruction. Glenview, IL: Scott, Foresman and Company.

Gagne, R. M., Briggs, L. J., & Wagner, W. W. (1992). Principles of instructional design (4th ed.). New York: Holt, Rinehart and Winston.

Merrill, M. D. (1994). Instructional design theory. Englewood Cliffs, NJ: Educational Technology Publications.

Needs AssessmentNeeds Assessment

Hale, J. A. (1998) The performance consultant's fieldbook : Tools and techniques for improving organizations and people. San Francisco: Jossey-Bass.

Rossett , A. (1987). Training needs assessment. Englewood Cliffs, NJ: Educational Technology Publications.

Zemke, R., & Kramlinger, T. (1982). Figuring things out: A trainer's guide to needs and task analysis. Reading, MA: Addison-Wesley.

Computer-Based TrainingComputer-Based Training

Alessi, S. M. & Trollip. S. R. (1991). Computer-based instruction: Methods and development. Englewood Cliffs, NJ. Prentice Hall.

Gibbons, A. S. & Fairweather, P. G. (1998). Computer-based instruction: Design and development. Englewood Cliffs, NJ: Educational Technology Publications.

Markle, S. M. (1965). Good frames and bad. New York: Wiley.

Web-Based TrainingWeb-Based Training

Brooks, D. W. (1997). Web-teaching : A guide to designing interactive teaching for the World Wide Web. New York:

Plenum Pub.

Driscoll, M. (1998) Web-based training: Using technology to design adult learning experiences. San Francisco: Jossey-Bass.

Hall, B. (1997). Web-based training cookbook. New York:

John Wiley & Sons, Inc.

Project ManagementProject Management

Fuller, J. (1997). Managing performance improvement projects :

Preparing, planning, and implementing. San Francisco: Pfeiffer.

Greer, M. (1992). ID project management : Tools and techniques for instructional designers and developers. Englewood Cliffs, NJ: Educational Technology Publications.

Phillips, J. J. (1997). Return on investment in training and performance improvement programs. Houston, TX: Gulf.

•

Magazines & JournalsMagazines & Journals

– FastCompany http://www.fastcompany.com/homepage/

– InformationWeek http://www.informationweek.com

– Inside Technology Training http://www.ittrain.com

– Internet World http://www.iw.com

– NewMedia http://hyperstand.com/subscribe/subscribe1.html/

– Syllabus Magazine http://www.syllabus.com/

– T.H.E. Journal http://www.thejournal.com/

– Training http://www.trainingsupersite.com/

– Training and Development http://www.astd.org/

– Web Week http://www.internet.com/

WBT Web-SitesWBT Web-Sites

WBT Information Centerhttp://filename.com/wbt/_private/legal.htm

Masie Centerhttp://www.masie.com/

On-line Educational Delivery Applicationshttp://www.ctt.bc.ca/landonline/index.html

Test Center: Virtual Classroomhttp://www.infoworld.com/cgibin/displayTC.pl?/981123comp.htm

WBT Tools - Margaret Driscoll’s Web-Based Traininghttp://www.tiac.net/users/margdris/index.html

Instructional Guidance SitesInstructional Guidance Sites

The Good, The Bad and The UglyGreat Web design meta sitehttp://www.oit.pdx.edu/~kerlinb/workshops/webdesign/

University of Tennessee - KnoxvilleWeb Based Learning Resources Libraryhttp://www.outreach.utk.edu/weblearning/

The NODE A comprehensive resource designed to help educators and trainers make informeddecisions about the choice and use of learning technologies.http://node.on.ca/

TeleCampus A virtual forum for online teaching and learning. http://telecampus.edu/

Web Design SitesWeb Design Sites

Web Pages That Suck

Learn to design good pages, by looking at bad examples

http://www.webpagesthatsuck.com/

Web Style Guide: Basic Design Principles for Creating Web Sites

Excellent example of how to create online reference and info sites

http://info.med.yale.edu/caim/manual/contents.html

useit.com: Jakob Nielsen's WebsiteExcellent source for usability informationhttp://www.useit.com/

SummarySummary

• Web-based training is strategic

• There are four clear options

• The migration path parallels your organization's business

• The skills & techniques required to move forward are grounded in what you already know

Questions & AnswersQuestions & Answers

Margaret DriscollTel: (781) 329-6541Fax: (781) 251-9306margaret.driscoll@umb.edu

Instructional Design ProgramUniversity of Mass/Boston100 Morrissey BoulevardBoston, MA 02125-3393