Zen And The Art Of E Learning Con Verge 0912

LearnWorksLearnWorks

4 December 2009conVerge 09

Zen and the art of e-Zen and the art of e-learninglearningor making the e stickor making the e stick

Clint SmithDirector


LearnWorksLearnWorksan enquiry into quality


maintenance

mindset

quality

in the moment

classic v romantic

“stickability”

value


Adding valuesupporting e-learners


Supporting e-learners in workplacesIndustry Integration of E-learning project Feb 2009


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


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


Strategies in design of the delivery- % improvement in outcomes

•realistic practice 10–22%•goal setting 7–18%•reviewing (tips, reminders) 10–12%



Organisational characteristics- % improvement in outcomes

• manager support 10–67%• clear job relevance 8–37%• work/learning culture 5–20%



Three stages of support Industry Integration Project

before

during

after

stage

recruit

support

apply

purpose

UPTAKE

COMPLETION

IMPACT

result, measure

transfer of learning


• Self-pacedindividual, computer-based, auto-assessed, no trainer

• Self-paced plus personal supportfrom coaches, mentors, supervisors, champions etc

• Self-paced + face-to face (BL 1.0)add a conventional trainer with training room

• Facilitated online group learningusing an LMS, web conferencing, other comms tools

• Blended e-learning 2.0any mixture of these

Types of workplace e-learning


• 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?


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%


Do you need facilitation?

Guidelines for supporting e-learners in workplaces Feb 2009 http://industry.flexiblelearning.net.au/


Which support strategies do you need?

before…

during…

… after the training

Model 3: Selecting strategies to support workplace e-learners


Checking learner readiness


Not only• trainers• online trainers/facilitators

Who provides support?

but also• 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/mentors• content experts• courseware designers and developers• workmates, colleagues


Smith’s first law of e-Zen™

quality content

+

quality support

value

=


Making it stickembedding e-learning


Survey: 2008 E-learning Innovations projects

• $5.3 funding for 140 projects

• approx 50% for business-provider partnerships

• survey in June 2009 to review impact and embedding of innovation

• research and review by LearnWorks


Embedding innovation: follow-up deliveryRTO survey: What direct delivery follow-up has there been?



Embedding innovation: sustaining teamsPartner survey: Have you used your 2008 team to support other e-learning initiatives?



Impact of innovation: business developmentRTO Survey: To what extent did each of these goals apply to your 2008 project?


Strategies for embedding (e)innovation

• Teambuilding: retain teams to implement other initiatives

• Benchmarking: measure your e-progress

• Market research: check the demand for e

• Repertoire: extend your e-learning tools

• Planning: integrate e-learning in other plans

• Upskill: build your staff e-capability

• Support: resource e-mentors or champions

• Fund: investigate other sources and models

• Partner: make alliances to build scope

• Prepare: build learner e-skills and awareness

Embedding checklist, Victoria, 2008


Embedding innovation: other strategiesPartner survey: has your organisation used any of these strategies to leverage the impact of your 2008 innovation projects?



Embedding innovation: marketingPartner survey: which strategies have you used to make your project known?



Smith’s second law of e-Zen™

more delivery

+

clever maintenance

stickability

=


Growing uptowarsd e-maturity


http://www.elnet.com.au


The six strands of the Towards Maturity model

E-learning maturity in the workplace – the benefits and practices Laura Overton and Helen Hills, Impact 1(1), Sydney: ElNet


Descriptors of strands in the Towards Maturity model


Self-assessment statements around workplace e-learning maturity


Maturity profile of sample


Changes with maturity


Smith’s third law of e-Zen™

clever e-solutions

+

demonstrated value

e-nirvana

=


Clint SmithDirectorLearnWorksperformance design services

[email protected] 9528 53370410 569 386skype clintos2

Zen And The Art Of E Learning Con Verge 0912

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