E-learning and Connectivism

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Sep 15, 2008, 8:57:50 AM9/15/08
to Connectivism and Connective Knowledge
Received this link through the Second Life on Education list but it
has "Connectivism" written all over it. :)



Top ten tips for implementing e-learning
Written by Mike Carson
Monday, 28 July 2008

If you are about to develop or implement e-learning within your
organisation, then keep in mind these Ten Tips from Jane Knight of the
e-Learning Centre.

If you are about to develop or implement e-learning within your
organisation, then keep in mind these Ten Tips from Jane Knight of the
e-Learning Centre.

E-learning is more than just e-training
Most training in organisations still takes place on a very formal
basis using the traditional training object - the 'course'. However,
it is now well recognised that something like 70% of learning actually
takes place informally in organisations, i.e. not in the classroom nor
working through an online course, but in everyday working life as
employees carry out their jobs - finding out information, reading
documents, talking to other colleagues etc. It is these kinds of
informal learning activities that need to be supported and encouraged
online. E-learning is therefore not just about e-training but also
about information, communication, collaboration, performance support
and knowledge sharing.

'Quick and dirty' works
Complex, sophisticated, interactive, instructional, multimedia e-
learning costs money, takes a long time to build, and may well be out
of date by the time it reaches the desktop. In many cases, a simpler
solution is more useful since it allows you to respond more quickly
and appropriately to a learning need. Consider the provision of just-
in-time, bite-sized learning solutions, like an online presentation or
job aid instead of an all-singing, all-dancing online course.

Communication and collaboration are the key
It must also not be forgotten that learning is a social activity, and
that you can often provide a far more powerful and enduring learning
experience through the use of online communities and networks and by
encouraging collaboration between learners than you can by placing
lots of content online. Make sure you provide opportunities for people
to communicate, collaborate and share their knowledge.

The magic is in the mix
More formal learning solutions often work best when they combine a mix
of online solutions with traditional, face-to-face activities to
create a 'blended'solution. This can provide a more complete and
varied learning experience for those who need to work through a
learning programme over a period of time.

Learning should be driven by the needs of the individual
Find out what people need to learn for their jobs and how, where and
when they want to learn it. Then build learning solutions that meet
those needs. Encourage employees to become self-directed and self-
sufficient learners - to take responsibility for their own learning -
and to help drive the development of e-learning.

If you build it, they won't necessarily use it
Just because you've created some very engaging and compelling e-
learning solutions, don't expect learners to come rushing to use them.
You will need to overcome some of the organisational and personal
barriers to learners' 'buy in' and 'take up' of e-learning. They need
to see e-learning as something that truly benefits them and fits their
way of learning.

E-learning needs to be tailored to the organisation
There is no magic formula for designing e-learning within an
organisation; it will look different in each organisation. It should
be tailored to the business objectives, the organisational culture,
what employees want to learn and to the personal learning style. By
addressing these factors, you will be able to create the most
appropriate e-learning solutions for your organisation.

E-learning is a business solution
A well designed e-learning strategy needs to be firmly aligned with
business objectives, e.g. increasing productivity or sales, or
improving customer loyalty. Many organisations are still overly
concerned with the numbers of people being trained, and whether
employees have worked through every page of a course or passed all the
tests. At the end of the day, it's not about how much employees have
learnt, it's about how they¹ve applied their learning, and how the
performance of the individual and ultimately the organisation has
improved. E-learning, just like learning itself, is a means to an end,
not the end itself.

Coordinate your e-learning efforts
HR, IT and the business units need to work together to create an
effective e-learning environment. Many organisations have found that
different parts of the business have been sold competing solutions by
different vendors. There needs to be some central control over the
selection of e-learning systems to ensure that purchasing decisions
can be justified across the organisation.

Just do it!
Finally, many organisations are spending too long getting going with
their e-learning plans. They want to know whether or not something is
going to work before they engage in it. The best advice I can offer
is: Start small, think big and have a planned approach - but just get

The Author
Jane Knight is the founder of the e-Learning Centre, an independent e-
learning consultancy. She is also the Editor of the e-Learning
Centre's e-learning resource website. For further information, go to
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