Why this community? Organizations implement eLearning to improve the performance of their people. The successful ones gain organizational backing through change management and ground-level support through internal marketing.
We set up this site to build upon the concepts in our book, describe new findings and insights, and give our readers the opportunity to share best practices. Welcome!
Twenty pages of forms, checklists, and text.
Fill in the form to complete your comprehensive plan.
Lance & Jay's PowerPoint slides from the ASTD Conference in San Diego, May 2003
Watch the video of Jay and Lance's keynote presentation at TechLearn 2002
Find out what didn't get into the book. Typos, far-out ideas, and topsy-turvy presentation. This is unedited. From the heart. Unexpurgated.
Tips & Best Practices Examples
|Communications plan for NCR University from George Brennan|
|eLearning Brochure for Pharmacia from Donald Oguin. Also Cafeteria table tents & Poster ( pdf )|
Decades of Marketing in 5 Minutes from Internet Time Group
Customer Experience Meets Online Marketing at Brand Central Station from Boxes & Arrows
Survey Says? Identify Your Objectives from HBS Working Knowledge
"Make no little plans. They have no magic to stir men's blood." Daniel H. Burnham
Change Management 101 by Fred Nichols
|Please contribute to our community. If you're really proud of your team's accomplishments, send your stories and artifacts to us: [email protected] or [email protected]|
Critical Success Factors: eLearning Solutions , Cappuccino, Deloitte
e-learning development vision - It's a process with up's and down's.
Instructor Competencies from Learning Peaks, Patti Shank. A good
online instructor wears many hats.
What's an eTrainer? & New Role: eLearning Guide , Internet Time Group 2/2000
Smile, Everyone! It's Time for Your Computer Training, Fast Company, 5/2000. Empower the learners and let them have fun!
The Training Weenie Syndrome : Five Foolish Things Trainers Do To Demote Training © INSIGHT ED Patti Shank Trainer, don't shoot yourself in the foot.
The Lie of Online Learning, Training magazine,
March 2000. "Let?s move learning out of the workday and into the employees?
own "uncompensated" time. No one wants to tell you that the anytime of
online learning is supposed to be after work and that the anyplace is
Learning in the Real World . Skeptics' views on why we should be cautious about putting computers into children's schools. "In the real world we can teach, explore and learn the patterns of connection which link different people, plants, animals and places. If education software even attempts to deal with these crucial concepts, the limits of the media may make the presentation inflexible, superficial, and inadequate." Much of this reasoning applies to computer-mediated training of adults as well.
ERP Training Stinks , CIO (6/00). "The average ERP implementation takes 23 months, has a total cost of ownership of $15 million and rewards (so to speak) the business with an average negative net present value of $1.5 million. And the news gets worse."
"But the consensus that's emerging is that the training that matters isn't techy, "this field shows this; this button does that" training. In fact, what we normally call training is increasingly being shown to be relatively worthless. What's called for, it seems, is an ability to figure out the underlying flow of information through the business itself. The traditional view of training may blind the unwary to its significance and to the tightly woven links that exist between training, change management and staff adequacy."
"The first problem is that word: training . It conjures up images of dogs jumping through hoops. This is not helpful."
Bringing EQ to the Workplace (research paper)
What Daniel Goleman calls emotional intelligence is the source of ROI, human happiness, responsible behavior -- well, what more could you want? It's taken a backseat to such mundane issues as IT training because its payoff is not immediate, engineers don't get it, and it's a tough nut to crack. This is a major opportunity.
Adoption and barriers to eLearning & Approaches to Implementation , both from David Simmonds at Forum Corporate
Change Management and eLearning by Tom Werner
Sales Knowledge Management by Carl Binder
A study of distance learning benchmarks at six colleges prepared by The Institute for Higher Education Policy for the NEA and Blackboard. April 2000.
While the methodology is a bit dodgy (literature review followed by ratings from administrators, faculty, and students), the study is provocative.
The benchmarks considered essential for quality Internet-based distance education are:
acting as a role model
gaining and keeping balance
giving expert advice
dealing with adversity
making tough decisions
social skill development
inner peace and reflection
finanical or economic well being
The shift from surface to deep learning is not automatic. Brundage, Keane, and Mackneson (1993) suggest that adult students and their instructors must face and overcome a number of challenges before learning takes place including: becoming and staying responsible for themselves; "owning" their strengths, desires, skills, and needs; maintaining and increasing self-esteem; relating to others; clarifying what is learned; redefining what legitimate knowledge is; and dealing with content. These challenges are considered in relation to distance education:
Learning for purposes of IT Certification must combine the motivational and social reinforcement academia is working on with the PI/simulation approach of traditional IT training.
This is about kids but applies to adult learning equally well.The model that education has used for centuries considers the student a vessel to be filled at regular intervals with knowledge. The alternative I hope you´ll strive for is seeing the student as co-discoverer of knowledge and the teacher responsible for seeing that the discovery takes place. This model may mean we don't need to be confined to a classroom if discovery can take place in different spaces, even cyberspace. The impact of today's information revolution on schools goes vastly beyond replacing the old blackboard with a shiny whiteboard. Technology is revolutionizing the very nature and dynamics of the conventional classroom experience; this new learning environment, by design, emphasizes students, autonomy and independence.Classroom learning will become student-driven, interactive, experiential and collaborative - all goals long-cherished by many educators but never before attainable. Students will no longer passively receive information but will manage and synthesize it and even contribute it.They become not only takers, but givers – creators -- of information. This level of interaction will herald new types of student communities of practice.The world need more problem-solvers. It needs more explorers.
It needs more rough edges.
Enable learning, don´t teach. a good teacher doesn´t teach at all. They enable students to teach themselves. And it´s not just symantics. Enabling learning is entirely different from teaching.
While a significant part of learning certainly comes from teaching, much comes from exploration, from reinventing the wheel and finding out for oneself. Until the computer, the technology for teaching was limited to audiovisual devices and distance learning by television, which did little more than amplify the activity of teachers and the passivity of children.
The computer changed this balance radically. Suddenly, learning by doing has the potential to become the rule rather than the exception. Since computer simulation of just about anything is now possible, one need not learn about a frog by dissecting it. Instead, children can be asked to design frogs, to build an animal with frog-like behavior, to modify that behavior, to simulate the muscles, to play with the frog.
The opportunity is an unrealized potential.
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