Onboarding - Business Building Strategy?

E-Learning - the Future of Onboarding

New hires, staff turnover, lateral moves, promotions and existing employees all need one thing…a consistent vision and understanding of an organization’s values and mission. We espouse these business mantras to our customers through a variety of online tools, yet we omit delivering these important principles to our most valued asset, our employees.

Using your orientation or onboarding program as a means of motivating, creating skills and creating a common vision can be a powerful tool for growth when used effectively. History, mission statements, product evolution & growth, core values, roles & responsibilities, acquisitions, commitment to opportunity, customer service and more, are all important components in the narrative behind an organization’s success. This process helps bond a prospective employee to an organization and prepares them to be successful.   

Many organizations use outdated & inconsistent information, legacy technology and redundant means of communication to integrate a new hire into the organization and as a result they are not exposed to customer expectations, core values and branding narratives and much more.  Additionally, the existing process offers organizations no understanding of the comprehension and commitment of the new hire with few ways of tracking or evaluating their participation.

While we have leveraged almost every possible channel to market to our customers, we have missed a significant opportunity to allow our employees, (what I would describe as a key stakeholder)  to contribute to the growth of an organization through a deeper and more consistent understanding of an organization’s vision.

Today we see fewer employees entering at the bottom of the employment ladder and working their way up. We no longer “start employees in the mail room” and expect them to work their way to the top.  What we do see, is well educated, entitled employees coming into the workforce with no experience and being placed in increasingly important roles, with little or no guidance. When they fail we have been able to quickly replace these prospective employees – with someone from the over-abundant ranks of the unemployed. That strategy is beginning to dry up and those companies who have strong recruitment and retention programs in place are skimming off the cream of the crop.

So far we have been able to withstand the costs associated with “churn” and the resulting turmoil because of a stagnant economy which has created low expectations, and the continued availability of skilled baby boomers to take up the slack.  This has left the ranks of many organizations and companies thin, with insufficient customer service, product or organizational knowledge, resulting in middle managers who are poorly equipped to take on “next level” job responsibilities and remain loyal to an organization.

Onboarding as it’s called today is the process of forging employees and introducing them to the vision and mission of an organization. It helps define company loyalty by ensuring that they understand organizational goals and carry the collective memory of an organization’s successes and failures forward in decision making.  This is valuable information for “would be” middle managers within any organization seeking to manage change and growth in the trenches. It also speaks to a new hire’s recognition that an organizations is willing and committed to invest in growing its employee’s skills.

Onboarding today is often an outdated "mish-mash" of videos, workshops, documents, lectures - that are not effectively organized. This is surprising given that the E-Learning technology offers Human Resource departments a tool set uniquely equipped to be cost effective, easily updated, self-paced, and contain a variety of visual mediums that can easily integrate legacy organizational knowledge as well as espouse an organization’s vision - and its plan for the future.

 E-Learning is an ideal solution for Onboarding yet few organizations truly understand its value and impact on success. A simple 30 - 45 minute self-paced E-Learning module can offer new hires a history of the organization, its customer service strategies, its service delivery model & partners; and an understanding of its customers, products and plans for the future. Such a module can replace repeated, one-off workshops or training sessions that can drain several day of manpower for each new hire. The best part about E-Learning is that each employee can be tested to track comprehension -  and additional important information about a prospective new hire can be gained from a closer examination of each employee’s interaction with the content.

The most difficult part of this process is often the need to create onboarding subject matter and the time and commitment needed by the organization to develop the information and its objectives properly. The great news here is that most organizations already have the basic information in place…it’s the delivery mechanism and performance tracking that can make this a more productive method of onboarding.  The content is easy to update and can be accessed 24/7.

Onboarding needs to step into the future by leveraging new technologies to  grow its skill base from the inside out and create a skilled, and loyal workforce.

Building A Sound E-Learning Strategy

I guess it is not surprising that companies and organizations simply throw up their hands and choose E-Learning that is free or low cost and generally not very effective. They have been forced by government regulations to comply with such mandated training as Health & Safety, Accessibility (AODA) Privacy and more. Most organizations have not seen the writing on the wall yet...that training, will become increasingly important to their survival.

Getting mandatory training at a low cost makes good business sense today, especially when you consider the limited likelihood of government regulators knocking on your door to check up on you or the fact that the recent recession has created a labour glut with many university skilled workers available at low wages.

The lack of learning strategy within most organizations  has reinforced  the lack of importance that training has in North American businesses. Managers and employees don't really have a vested interest in training until it is something that effects their livelihood (from an employee point of view), or it represents unacceptable risk (from an employers point of view).  As long as the information is accurate, who cares if employees and employers actually understand the concepts and can put them into action. The reasons for poor training implementation and support range from, "I can get that for free on the interment" to "I don't understand the Technology" or "lets do a webinar."

Training and in particular E-Learning in the coming years will be a clear point of differentiation for successful companies who build a long term strategy  that values knowledge and learning. New skills, upgrading existing skills, alternate skills and compliance training will all become an important part of a more flexible and diverse workforce for any company.

A well trained workforce will have to be cost effective as a result of a more transient workforce. Cost and demands of training workers will increase with greater staff turnover. Looming shortages in skilled workers, increasingly complex skills sets and greater  knowledge requirements for technology solutions will place great demands on worker skills. This along with an aging population to service will create increasing shortages in skilled labour.

An organization's  success will be measured by its ability to adapt, grow and learn in a rapidly changing free-market economy. Employing an "early days" sound learning strategy will add to the value of an organization and allow it to outperform its competitors.

What does a sound learning strategy look like today? It will take the form of "baby steps", or pilot projects where companies and organizations identify key topics that require rapid learning, complex learning or flexible learning to respond to changing client demands. Developing a pilot project based on an identified need and seeking turn-key solutions will allow organizations to test their learning and grow that solution over time to address its ongoing needs. It also involves  the learners who will play an important role in shaping the strategy with their feedback.

Many organizations today, because of their lack of understanding of E-Learning, are seeking a "technology" solution rather than a "content" solution. Its my opinion that E-Learning technology, as it stands, is reasonably mature from a technical stand point since most companies providing such services are large and well equipped to develop the required technology and tools sets. What is lacking for the most important part ...a focus on content  and ensuring that what is being taught..is what's being learned! This demands a very different skill set that most organizations  do not understand, a media savvy production partner that has an in-depth understanding of the technology wrapper for E-Learning, and who can consult on a wide range of E-Learning strategy issues..

PDFs, web sites, webinars, online videos and simple E-Learning content are generally ineffective as primary content in E Learning because they approach learning in a traditional way and seek to use linear media. An E- Learning strategy must build its content from the ground up. It may use existing media and content  under the guidance of a subject matter expert but whether its blended learning or self paced learning a sound strategy seeks to take advantage of the best that E-Learning has to offer.

Gamification & VLE's:

Example of a medical Virtual Learning Environment

Virtual Learning Environments (VLEs) have become a new favourite buzz word to describe the next  and most exciting innovation in learning,; and over the past year when discussing learning or training of any sort,  and the term “Gamification” has emerged as the best way of describing the nature of a VLE.  

VLE’s utilize simulations and Gamification to greatly increase a learner’s engagement, motivation and focus through a more immersive experience. The technology simulates real life situations customized for specific workplace environments and allows learners who are already familiar with the technology, i.e., student population, to easily navigate the learning experience. 

Gamification, while a new term in the learning vernacular, is really a tested and true approach that leverages new technologies. Using a VLE provides an opportunity for more interactive teaching. It is important to note that Gamification is not the same as games which are intended for fun and leisure but uses the best game elements and applies them to a learning situation. Typical customization say for a healthcare scenario might be to allow the learner to select their gender, ethnic makeup and persona as an avatar in the VLE. They can then navigate the simulation as a doctor or nurse, for example, and engage in the functions and activities consistent with that role. They can dialogue with patients, engage in interprofessional consultations, review medical records & test results and perform actual medical procedures. The student maintains constant feedback on their progress through the interaction. Teachers and administrators also have access to comprehensive interactive data. Such simulations can be embedded in the typical E-Learning environment or they can also work as a stand-alone teaching opportunity.  

VLE’s offer a cost-effective way to create a practice environment that can supplement expensive classroom or workplace training for developing complex skills. As with other more traditional E-Learning strategies, learners work through scenarios in a self-paced manner and are also able to complete additional learning assignments and testing.

Ycommunicate is now engaged in planning several pilot projects for health care that utilize a virtual learning environment  for self-paced and blended learning situations. Experiential learning using Virtual Learning Environments represents the future of online E-Learning. Let’s take a quick look at a short list of the Pros and Cons.

The Pros

•  From a production point of view, the simulation environment remains completely within your control – this reduces demands on people, locations and intellectual property rights
• The learner is afforded more familiar control over the interactive environment
• The leaner has a better feedback mechanism in the dashboard display- allowing better comprehension ad real-time corrective actions to affect outcomes
• Age, gender and ethnic minorities are much easier to include as interactive components
• Learners can share their experiences with others or even compete depending on the scenario
• VLE's will minimize the cost of in-classroom teaching and be more consistent in its learning outcomes

The Cons

• Gamification of learning comes with a cost. The additional production required for a more comprehensive experience will drive up development costs
• The initial level of involvement by professionals is more intense in curriculum development at the outset
• Skill sets required  by the production companies is significant 
• The time required for production increases significantly

Having said all that, the strengths of Gamification will increase learning capacity significantly as we seek to absorb more and more information in the delivery of increasingly complex roles.  Strong project management and a clear commitment to defining goals and expectation will be critical in the success of ANY Virtual Learning Environment and Gamification in learning. 

E-Learning - The Shift Is On!

Many organizations today understand the need and the rationale for implementing E-Learning, i.e., reduced costs, greater efficiency in time management, better learning outcomes, more up to date content, greater consistency and the maturity of the technology. What has held organizations back from a more rapid implementation is the technology’s demand for a paradigm shift. E-Learning has far reaching effects that ripple throughout an organization in areas like administration, customer service, human resources, sales and supplier education. This has been further exacerbated by the sudden proliferation of vendors who have rushed to fill the void and perhaps most importantly, the technology’s implied relationship with hardware and software (aka IT), making it a seemingly complex issue to address.

 The state of current learning systems has as much to do with this as anything else. Most learning systems within an organization have evolved using traditional mediums such as, print, video, PDFs,workshops, presentations and web portals.  As each new medium has come along the existing legacy content has been adopted to fit the new format yet the nature of the content and the learning has not changed. If an organization or company is going to benefit from E-Learning it demands a paradigm shift, a re-thinking of how learning will help build brand, create greater awareness around its products/services, improve its partnerships and galvanize employees.

If we can now recognize the far reaching effects of E-Learning, we can begin to understand why there has been such foot-dragging on the implementation of something that seems to make so much sense on the surface of it. I generally don’t like lists, tips, rules or guidelines, so on this occasion I will simply call them thoughts to consider when implementing E-Learning stratyegies:  

1.      E-Learning is a relatively mature technology – it should work like the telephone – no special hardware or software required – just use it

2.      No IT department is required unless you plan to become a learning institution

3.      Subject matter experts are part of the solution. You will need them in designing content in a variety of learning “flavours” ranging from blended learning to self-paced learning

4.      Legacy material cannot be converted into E-Learning – it can be used as the basis to developing E-Learning

5.      Allow learners to have more control over learning: when, what, where,

6.      Be prepared to engage with learners – moderating forums, frequent updates of content, answering questions, promoting the value of content, rewarding learners, challenging learners

7.      Try an emulate the classroom, accommodate different learning styles and levels of accomplishment

8.      Start from scratch and first implement a pilot project to work out the kinks, then evolve to the next level

9.      This is a hands-on enterprise. There are great rewards to be had…along with great rewards come great responsibility

10.   The archive of images, video, etc., you have will not meet the demands of this new initiative. Think long term

11.  Allow for creative interpretation, the content has to inspire the learner …just like that teacher that inspired you…don’t drain the life, or fun out of E-Learning

12.  Create opportunity for interaction among learners

13.  E-Learning technology is constantly evolving  - avoid licensing and plan to ensure your content is portable  so that you are not trapped by proprietary hardware/software

14.   Create more opportunities for social interaction within E-learning

15.  You must provide opportunities to recognize, respond and act on learner feedback

 

If you have questions ..please post and I am happy to answer as honestly as I can... 

What's New in E-Learning?

As an E-Learning development partner we (Ycommunicate.com) work with a wide variety of partners ranging from business/corporate to institutional organizations such as health care and with educational organizations such as colleges and universities. Recently we have noticed that the nature of learning is being discussed front and centre in more of these market segments. We feel that an exploration of the “nature of learning” is a change in the thinking process surrounding E-Learning, gradually the focus on technology and software has faded to more of a background discussion.

This is an important change since this brings the student and the content into focus and the value of applying e-learning to real world problems. It also combines two issues that have lived apart since the invention of learning, academic learning and practical learning. Now as we explore the ideas of learning and how technology can augment learning (notice I said augment not replace) we, for the first time, will begin to apply a set of criteria that allows broad education at a low or no cost through such tools as MOOCs (Massively Open Online Courses) which can be applied to both practical and academic learning.

These are still early days for this technology that is stimulating discussion around how we develop learning. It’s a bargaining chip that is being sold as a no-cost solution to learning around the world. As we all know - this is a fairy tale – since someone has to prepare the content (highly paid tenured professors), someone has to host the technology and someone has to update the E-Learning programs that can include simulations, all manner of visuals, videos,  photos, audio narration, (not to mention intellectual property) etc. Many forward thinking educational institutions in both Canada and the US are currently developing courses which offer education - not credentials.

While this is the first salvo of yet another build it and they will come (i.e., we will figure out how to make money on it later) struggle, the idea has merit and moves the discussion around E-Learning forward and it brings one big player into the discussion (educational institutions) that were previously on the sideline. Let’s faced it “bums in seats” education has been ruling who and how we learn for centuries.  Their participation signals that learning is about to change in new and unexpected ways that will affect learning and how governments support learning in the future.

Currently overlooked or perhaps we have just haven’t gotten around to this part of the discussion is teaching the teachers how to utilize this new technology effectively. Since it now demands a team approach to learning given the fact that you now need camera equipment and staff, editing facilities, graphic production, scripting and storyboarding – as learning becomes more complex the production of learning is escalating as well. This is where educational institutions will have an impact in helping teachers deliver this kind of content.

Teachers and industry professionals each have their barriers to implementing effective E-Learning through such new technologies as MOOCs. While teachers are ill equipped to take advantage of the benefits of multi-media course creation, business or industry professionals have been developing learning  for their organizations for decades – and for them “bums in seats” are not important – what is more important is cost and effectiveness. As you can see, cost, understanding the use of the technology, underwriting its cost and ensuring that content is meaningful to a broad set of audiences are issues that will be worked out over the next few years as MOOCs compete with current E-Learning strategies and traditional education programs.

The Three Dimensions of E-Learning

The promise of E-Learning has been around for a while, unfortunately the peace – love generation of the sixties, now firmly in control of administration in the hallowed halls of learning in public and private enterprises have been very slow to adapt.  For some unknown reason organizations continue to favour  more costly solutions such as conferences, seminars, workshops;  and all supported by low-tech legacy solutions such as DVD’s,  print, web pages built largely on  static content  buttressed by the commitment of travelling to a single location from every corner of the country.

 Apparently, the social aspect of meeting in person far outweighs the financial consideration of engaging in E-learning.  Now if you ask the participants and administrators, you would get various rationales for this luddite approach; ranging from networking or lateral learning opportunities to, “this is the way we always do it.”  While these explanations may have a kernel of truth, the vast majority of learning can be mirrored or encompassed within the E-Learning scenario; and if organizations take a collaborative approach, E-Learning can provide solutions to complex long term learning problems, very cost efficiently. Perhaps one of the most telling indicators of the potential for E-Learning is the fact that senior decisions makers are already significant users of mobile communications devices to interact and share information.  

Today, as has historically happened , many companies new to the learning process  simply transfer their development skill sets,  from one medium to another  and in this case from web sites to E-learning  in the mistaken belief that this is simply the next evolution in online interactivity. E-Learning at its most effective is more of a three-dimensional   solution utilizing a variety of media such as video, animation, simulations, live interaction, audio and print in an instructional context that mimics the exploratory nature of learning through interaction and feedback.  E-Learning can be very much like a live event where participants can learn from structured content, explore ideas and hear the thoughts of visionary leaders.

This is a lot more than just the next evolution in online information of knowledge – it is a three –dimensional mirror of the learning process. E-Learning, as a technology solution seeks to mimic the process of learning by using the best practices of a classroom and removing the social aspect of learning that often bogs down the learning process. As young adults social interaction in learning scenarios is important in that we are learning a set of skills above and beyond the content.  As we age and the content is more specific and we are more focused on absorbing the outcomes, social interaction becomes less important in absorbing the content and becomes more on the exchange of ideas, interaction among peers, and access to up to date knowledge.

E-learning is becoming increasingly important in a world where the validity of any web content can be called into question and the market for E-Learning is increasing exponentially each year. Organizations have a unique opportunity to become the brand in their knowledge category by developing and maintaining an evergreen approach to their knowledge base through three-dimensional E-Learning.  The three dimensions of E-Learning are: 1) interactive content, 2) knowledge sharing and 3) comprehension. Currently, companies new to the E-learning scenario do not have the skill set to develop the interactive learning content in a way that allows for full three-dimensional E- learning.

Three-dimensional E-learning requires a unique skill set that includes the ability to conceptualize and produce a narrative story. This experience e is often gained through production in traditional mediums such as videos, documentaries, theatre etc. It also includes an understanding of the web medium, the tool sets used for E-learning development and how best to use them to emulate an interactive learning experience. The final tool set understands the administration/communications required to implement it effectively.

The current tool set is relatively mature and will allow for the development of three-dimensional E-Learning but do you have the creative skill sets, instructional design and technical expertise to work with an organization to implement  three-dimensional E-Learning effectively?

Synchronous or A Synchronous E-Learning?

The question is not really “which” but “how” and perhaps even “when” do we use Synchronous or Asynchronous E-Learning. It’s kind of like the relationship between the “text book” and the “teacher” or the more colloquial “hand and glove.”  But before we can tackle the subject of “which” we need to determine “what” defines Synchronous or Asynchronous E-Learning.

Asynchronous learning is a student-centered teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people. This approach combines self-study with asynchronous interactions to promote learning, and this combined network of learners and the electronic network in which they communicate is referred to as an asynchronous learning network.

Synchronous learning refers to a group of people learning the same things at the same time in the same place. This is the type of pedagogy practiced in most schools which emulate a face-to-face environment and with the advent of web conferencing tools, people can learn at the same time in different places as well. For example, use of instant messaging or live chat, webinars and video conferencing allow for students and teachers to collaborate and learn in real time.

Best practice E-Learning may use one or both Synchronous and Asynchronous learning to generate effective comprehension. Which method works best is defined by the nature of the content and the audience.  

Some content is best suited for Asynchronous E-Learning, where more technical, regulatory or systematic knowledge needs to be imparted and the leaner can learn at their own pace within a preferred environment.  This can often take the form of mandated learning such as workplace regulatory knowledge or compliance related information. Asynchronous E-Learning continues to utilize the broad spectrum of tools such as video, text, images, interactivity and photos and can incorporate a social aspect as well through forums, blogs, chat rooms, etc. Asynchronous E-Learning is a natural extension of Synchronous E-Learning and while these two components of learning complement each other they can be used independently of each other. 

 Synchronous E-Learning is often used when on-site physical demonstrations are required or when the learner has to be qualified as having gained the level of knowledge originally set out in the learning objectives or a given curriculum. Synchronous E-Learning can also be employed when the benefits of social interaction such as in a classroom, workshop or webinar will benefit the learning process.

Asynchronous E-Learning is a part of that process; it breaks information down and makes it more easily digestible as a stand-alone presentation, learn at your own pace, discrete  segment of information that is required learning; or for information that is used as a building block for much more complex ideas and concepts. Asynchronous E-Learning is a natural extension of Synchronous E-Learning and while these two components of learning complement each other they can be used independently of each other.

Effective E-Learning, whether Synchronous or Asynchronous, emulates good teaching style and utilizes the attributes of the electronic medium and the best practices of learning, utilizing sound preparation, illustrative anecdotes, humour, personal experience and thought provoking insight to engage and inspire learners in an anytime, anywhere format (that’s the Asynchronous part.)

Ultimately E-Learning as a whole, whether Synchronous or Asynchronous allow for repeated and consistent deployment of well thought out knowledge without the day-to-day participation of an instructor. This adds significant cost savings, reduces teaching time, improves comprehension and standardizes the information to insure consistent delivery of knowledge. This does not mean that instructors are not used, it simply  means that the instructor or in most circumstances, group of instructors develop the content and then deploy it in a Synchronous E-Learning module that uses best practices teaching strategies for developing the content.

Asynchronous E-Learning uses the discrete building blocks of Synchronous E-learning to emulate a classroom setting more closely and communicate complex ideas that allow the learners to engage in a more Interactive dialogue with the instructor and with other learners. This process combines best practices of teaching and E-Learning because such presentations are repeated and greater care and support is given to the dynamic of learning in the Asynchronous learning process.  It is also expected that such curriculums, once developed offer a longer life cycle when the content is revised annually. It is my suggestion that Synchronous E-Learning will someday replace textbooks entirely and will be updated by organizations whose sole responsibility it is to maintain up to date information on learning topics, similar to text book publishers today.

I think it’s safe to say that E-Learning in any form is more than an amalgam of parameters, media and instructional design, it’s a learning environment that reflects the learning objectives, the nature of the content and the makeup of the audience.  

Calling All E-Learning Champions

Video, for many years and even in this day and age was and is considered, somehow, to be the preferred means for transferring information or teaching.  Video is a static presentation offering little opportunity for the leaner to interact but it does do some things well in that it is able to illustrate things very succinctly and that is why it remains so successful.

MacDonald’s has made an empire based on consistently delivering the same product and customer service to its customers while consistently trainings their employees using video. This is an example of a training video from 1972 … seems antiquated but you might be surprised to learn that many organizations continue to use some form of video to inform customers and train staff.  

As training has progressed over the years, interactivity has been added through such programs as PowerPoint, and in-classroom instructors which offer greater learner engagement and comprehension but at a significant cost in terms of labour and time.  While the comprehension levels have increased with more hands-on  or in-classroom training  the real cost of learning has continued to escalate in recent years since learning incorporates new and different kinds of media, increasing labour costs and more in classroom technology.

. E-Learning has been around for some time, and the technology has matured and become cost effective  when compared to traditional in-classroom training  but most organizations remain entrenched in the use of legacy learning practices  and tend to defer to the IT gatekeepers to help rationalize the initiative rather than champion  its merits. Surprisingly, most organizations, who have significant learning needs such as in health care, continue to use in-classroom training, along with their video and/or PowerPoint presentation and some handouts even though they know that this method is not cost effective nor does it result in enhanced comprehension.

Recent studies have shown that E-Learning is 40 % more cost effective than in-classroom training.  This was proven by researchers from the University of Chicago and the University of Washington who confirmed that a 30 minute multimedia CPR training program was more effective at training adults between 40 and 70 years of age than the traditional 4-hour instructor led classroom training.

My own experience has taught me that one hour of E-Learning is equivalent to about 4 hours of in-classroom training.  This is a result of removing the social interaction that typically occurs in a classroom that does not contribute directly to the learning process, disruption caused by people entering or leaving the classroom, instructor’s lack of focus or preparedness and lack of consistency in the lesson plan and testing process.

By enlarge most company and organizational leaders will agree with the concept that E-learning is more cost effective and more efficient as a learning strategy …yet there seems to be little appetite by professionals organizations and businesses to employ E-Learning. True self-paced learning (E-learning) learning has been slow to be adopted despite its many advantages. This has largely been due to the demand for significant initial investment required and the ongoing need to administer and manage learning.  This boils down to the  investment in time and effort by administrators in setting up policies, procedures and long term benchmarking practices that will guide the evolution of E-Learning and maintaining records and updating content within an organization.  

Today’s E-Learning utilizes the best of video, so-called speaker support, audio narration, interactive forums, chart functions, questions & quizzes and simulations to present concepts and test your comprehension.  Video has become a tool set within the E-learning environment as have the PowerPoint presentation and other forms of media information presentation. E-learning has become fairly easy to implement and there are plenty of flavours to help organizations manage and administer E-Learning through Learning Management Systems where there isn’t a significant investment required in hardware or software and organizations can evolve into E-Learning strategy that works for them at an affordable price.

Want to learn more ..stay tuned or give me a call.

Why Collaborative E-Learning?

While E-Learning has been around for many years, a new and more sophisticated model is beginning to emerge as the standard for learning and comprehension. The concept adds a sense of community to the learning process where individuals can learn through a shared experience. The technical name is Computer Supported Collaborative Learning (CSCL).

The short description for this evolution in E-Learning is, it allows learning to venture outside of the individuals learning silo as they sit at their computer - and they can take advantage of social media tools to discuss relevant issues with other learners in forums, chat rooms and blogs. It can create a dialogue around learning that simulates the classroom experience without the many distractions and delays. It also helps reinforce comprehension leading to a change in behaviour, a common expected outcome in adult learning.

Most E-Learning in Canada remains antiquated and text based with the occasional use of images to underwhelm us - ultimately leading to an uninspired learning process, similar to written training that would sit on shelves in the past. The promise of a technology that would give learners the power to pursue knowledge and learn at their own pace has gone largely unfulfilled, and all in the name of lower cost. It is important to realize that the cost of developing an immersive E-learning experience is greater at the beginning. We just can’t take an existing curriculum or subject matter and convert it, as is, into E-Learning. E-Learning uses the full spectrum of media and in the case of Collaborative E-Learning, it utilizes social networking. This demands a more media savvy approach to developing collaborative E-Learning. Subject matter experts must undertake due diligence in developing the basic knowledge that will be presented in the E-Learning program but it is in the domain of the E-Learning content developer to synthesize that knowledge into a more immersive learning experience that is consistent with expected learning outcomes.

Our experience suggests that this can often lead to misunderstandings at the outset of E-Learning projects as subject matter experts seek to main control and authority over the content development process. Their experience in text and classroom based learning offers them a skewed understanding of what the final product might “look and feel” like. As a result it is important to “focus on content rather than the wrapper” in developing an E-Learning project to ensure that once the content is developed it will serve as a knowledge base and a learning experience that can be built upon rather than discarded as pedantic and boring.

This is where collaborative E-learning so comes in - it means really two things, first it suggests that we collaborate as learners with other learners in the pursuit of knowledge and secondly it creates a scenario where the learning content, once developed need not be re-developed by other organizations since the cost of developing sound content in a well thought out curriculum can be utilized and updated in perpetuity or shared with other organizations. Often times, sharing content with other organizations allows the original developer an opportunity to recover the costs of the more costly initial curriculum development and it allows the organization seeking to utilize the shared knowledge an opportunity to access the content at a significantly reduced cost.

In the end it simply means that an organization that has spent the time, effort and cost in developing a truly effective Collaborative E-learning module can recoup costs by sharing the content in a collaborative process. This coupled with the unique learning outcomes resulting from a truly CSCL approach can make Collaborative E-Learning more effective than classroom learning from a cost point of view and from a knowledge retention point of view.

Barriers to Collaborative E-Learning

Collaborative E-Learning - it’s not a new concept, just one that has never been utilized effectively in the “Canadian” learning experience. Ycommunicate has worked with many government organizations across Canada developing a broad spectrum of unique healthcare related E-Learning projects and one theme seems come up continually when we answer questions, explain our development process or respond to RFPs. The focus is always on cost and technology.

Surprisingly, behavioral change or comprehension is generally not evaluated in the process of determining value in a collaborative E-Learning or any E-Learning project. As recently noted in a Higher Education Strategy Associates’ 2011 report, The State of E-Learning in Canadian Universities, “In Canada, universities have been implementing e-learning and purchasing virtual learning environment platforms such as Blackboard and Desire2Learn and so on. However in comparison to the United States, there has been less focus on cost-savings and almost no focus at all on outcomes.”

I guess I’m bias in many ways on this topic, in that we have focused a great deal of effort on developing E-Learning modules that are media rich and create an immersive e-learning experience. The objectives for E-learning are to inform and facilitate the retention of information and/or to change behaviour. Given that this is the most important outcome for any E-Learning module it is hard to understand how organizations can continue to focus solely on technical specifications or budgetary issues. I will try and address both of these issues individually.

Let’s tackle the technology issue first – most organizations, when deploying any communications technology must first prostrate themselves before the alter of the IT department, the guardians or technology and secure confidential communications. Often times as part of their mandate, the IT Department wants to manage, advise and otherwise control any technology process. Their first choice is often to buy a product and install it so that it can be managed. E-Learning product manufactures are only too happy to accommodate by bombarding organizations with many such products and reaping the long terms rewards in renewable licensing and product support. Given the fact that most administrators within organizations are not technical experts, they rely on the IT department to guide them through this decisions making process. The reality of the technology dilemma is that there is no need to purchase and install “an E-Learning product” as there are many solutions available now that are web based and offer easy management by organization of shared individual and group participation. For example ycommunicate has deployed an E-Learning environment for dozens of organizations and thousands of unique learners that has run without so much as one hour of down time in over 8 years and the best part is that no IT department is involved. The truth is that technology has not been a barrier in terms of cost or technology for the past 6 – 8 years as a result of a relatively mature technology, yet the focus remains on the technology rather than the results for E-Learning.

The second issue relates to the first in many ways. The very fact that the IT department is involved complicates the decisions making process and ultimately the time, effort and cost of implementing E-Learning. E-Learning also cuts across many disciplines within any organization and as such demands careful attention to detail and participation by many levels of an organization to ensure the efficacy of the content and this tends to drive up costs from both an internal and external perspective

While cost is always an important issue relating to any project, it is our thought that the cost of a project be linked directly to the goals of the E-Learning. Of course if the goals include behavioral change or demonstrated understanding of the content than it makes sense that budgets must reflect that. Defining a budget because that is what we have available” does not necessarily result in achieving your learning goals. Sometimes it is just better to wait and ensure that the project is designed to achieve your goals against measured learning outcomes.

Our E-Learning approach has always tried to consider, technology, cost and perhaps most importantly the collaborative nature of the experience. This is not a new approach - but perhaps it’s new to the marketplace. We call our approach Collaborative E-Learning. The term has been around and called Computer Supported Collaborative Learning (CSCL)for a few years but we first launched approach to E-Learning back in 2003.

In my next blog I will expand on out take on CSCL!

E-Learning – Confused on Many Levels

E-Learning has long been misunderstood and it continues to be confused on many levels. This confusion stems from a broad swath of learning solutions having collided with the introduction of technology and the internet. Many of the E-Learning solutions developed as a result of this collision are driven by cost and not effectiveness. We have recently had the opportunity to respond to many E-Learning RFPs and we are always surprised that the balance of these RFP’s deal with technical parameters and infrastructure and not the learning objectives, instructional design, the interactivity of the content or the diverse makeup of the learners. Today, the technical delivery of E-Learning is relatively easy to implement, band width considerations are virtually non-existent even in remote rural settings and there are plenty of well-designed, easy to use, scalable, non-proprietary E-Learning development platforms.

So then the question has to be asked, if the technology exists, and is easily implemented, why are most E-Learning initiatives are either boring, ineffective or bogged down in technical issues? Well, to truly understand this we have to take step back and look at the evolution of E-Learning and the effect that the traditional learning process has had on E-Learning. In short, the technology is mature but the process and our ideas framing E-Learning development are relics of the past. Administrators who fund and develop E-Learning projects apply a linear process to E-Learning to help manage costs, schedule project milestones and ensure the efficacy of the content. Managing E-Learning like traditional training, often results in a finished E-Learning product that looks like traditional training, delivered in a much more robust interactive domain. Typically, in such a process the content has not realized the value and benefit of a mature interactive process, such as the inclusion of selective video, branching based on pre-test and post test questions or quizzes, access to multi-layered depth of content, etc. 

A well developed E-Learning solution includes subject matter experts, a diverse and creative instructional design team that is experienced in the production of media in all forms, including simulations, animation, video and interactive design. A well designed E-Learning module or comprehensive curriculum can last indefinitely since, like annually updated university text Books, E-Learning modules undergo a review for updates and efficacy on an annualized basis. A well designed E-Learning program has the power to change behaviour, enhance comprehension and create incentive for people to value and engage in lifelong learning.

More confusion reigns when  many flavours of, what I would call,  less than ideal interactive learning are slapped with the moniker of E-Learning. E-Learning means different things to different sectors of the economy. The most common expression of E-Learning is often cited when discussing colleges and universities. It offers instructor led learning with complementary opportunities for learning through assigned activities, reading activities or instructor designed PowerPoint presentations. While using the interactive medium, it remains a lecture style presentation best suited to students rather than adults. The main learning still takes place in an interactive live session with the instructor and the final test and/or interim tests are still delivered on campus or proctored through associated organizations that must meet Government educational guidelines. It’s called E-Learning but I prefer the term Distance Learning since the interaction is not under the control of the learner.

Organizations offer yet another watered down version of E-Learning through the use of Webinars; incorporating the use of video (but usually not), a guest speaker and a PowerPoint presentation. This is recorded and posted on a web site as E-Learning. These have the feel of warmed up left-over’s. Often in these examples the most important ingredient not mentioned is the learner, how are they represented in the content, the objectives and (what I like to call) the engagement level?  The engagement level is driven by our need for entertainment, distraction and love affair with media on the internet and on television. Good teachers and instructors know and understand this and use this in traditional learning to provide insight, humour, gravity and life experiences to the learning process to make learning unpredictable and enjoyable.  

The final flavor is the corporate E-Learning – usually designed to teach us mandatory repetitive information. Most are designed as interactive web pages and even real interactive E-Learning with plenty of interactive control but the content is often text heavy, lacks any engagement and the learning outcomes are not substantiated.  The biggest drawback is the poor engagement level.

We’ve all been to school and understand the nature of boring learning; the difference is that we are forced to participate as students while we must have engaged to learn as adults. Somehow this lesson is lost when developing E-Learning, perhaps because of cost, our lack of understanding of the E-Learning medium or the need to use traditional methods to manage a very untraditional medium and its potential.

The Likeability Factor

The likeability factor is often viewed as a very personal trait. We all want to be liked and we want to associate ourselves with likeable people, products and services. “What’s Hot is Hot and What’s Not is Not” aptly describes our shared social need to be associated with the most current likeable symbols in society. These can range from entertainers and products to politicians and ideas. If you can establish a likeability factor for a product or service it can grow your business exponentially.

Viral marketing is the most obvious face of the likeability factor. It has become more visible with the growing use of social media such as Facebook and, Twitter; and the use of hand held computing devices. The spread of Likeability is similar to the spread of a virus; hence the name viral, which connotes the rapid spread of likeability.

Most clients, when considering a communication project of just about any sort do not consider the likeability factor. The main reason for this is that it costs time and money. Marketing campaigns, and make no mistake; any communication project is in some way a marketing campaign, underwrites the likeability factor. Whether it’s Justin Bieber, environmental causes, I-Pads, pro-biotic yogurt or electric cars; each has a carefully orchestrated marketing plan that reinforces its likeability factor.

The fact that the product is innovative or is effective only ads to or complements its likeability factor. A perfect example if Proactiv – a product whose sole purpose is to help clear up facial blemishes and it’s endorsed by likeable people like Justin Bieber. The product has primarily the same ingredients and the same effectiveness as Clearasil, one of its competitors, but it cost 4 times as much; why because it has a higher likeability factor.

Now, having mentioned Justin Bieber does require a slight clarification of terms… it is important to note that likeability and popularity are not the same thing. Likeability can occur on a small scale and can influence buying decisions at very basic level while popularity has to achieve a larger scale to be considered effective.  

We may be led to believe that viral marketing is free but this is the exception rather than the rule. Most likeability campaigns are supported through marketing in a variety of distribution channels that are unseen or appear to be casual or unsponsored. This is important to a likeability campaign since we value unsponsored endorsements more than those that are sponsored.

While these likeability campaigns may appear unattainable to small and medium size businesses, they can be scaled into smaller projects in the way that we promote our customer service, or how we greet customers on the phone or, the style of a web site or a video. All of these and many others contribute to the likeability and help determine if the call to action in any communications project is going to be effective.

 If you are interested in learning more we have a documentary we offer to clients for viewing called Art & Copy that helps demystify some of the aspects of Likeability. Also, you may want to read The Likeability Factor: How to Boost Your L-Factor and Achieve Your Life's Dreams by Tim Sanders.

The Evolution of E-Learning

E-Learning, particularly in the business world, has long been praised by many as the final solution to the challenge of continual learning. Administrators in government and industry see it as a cost effective way of sharing valuable information; learners see it as a means of flexible learning, and content/media developers see it as a new service opportunity. Each demanding taskmaster exacts a compromise from the process of creating E-Learning while few understand the complex nature of this information sharing process.
In reality, the learning process is much less predictable and more complex than most people realize. Effective learning utilizes body language, the cadence of rhythmic audio and visual communications, subject matter comprehension, intellectual engagement, technical facilitation and a comfortable learning environment. Just as some teachers are masters at keeping the focus and attention of the students through their teaching techniques in the classroom … E-learning must weave a web of challenge and intrigue that allows the learner to transcend the medium, manipulate the technology with ease …all while working at their own pace in an easy to comprehend format.
Each of the partners involved in developing today’s E-Learning tools and environments has an agenda. Each has their own task master in the private or public sector, where cost-efficiency, regulations and guidelines and counter intuitive processes that have nothing to do with content, often figure significantly in determining the type and quality of the E-Learning administered to learners. The means by which E-Learning is administered often sets up the learner’s expectations and ultimately their level of engagement and enrichment. By not introducing learner expectations, the learner often envisions sitting back and absorbing a one-way theatre style presentation that will contain all the information they need.
To understand how we have arrived at this current state of affairs in E-Learning we can examine the evolution of “corporate training”, as it was once called. There are many parallels between current E-Learning practices and corporate training. Corporate training in the early 1980’s advanced significantly with the advent of video as a learning medium. We can learn a lot about implementing Internet based E-Learning from the video training revolution of the 80's.
When video learning was introduced there was a lot of uncertainty around the technology as a conflict between technologies formats - VHS and Beta – similarly today we are undergoing similar conflicts between various software solutions and delivery technologies. Video learning was difficult and costly to implement because the infrastructure was either non-existent or problematic – Internet based learning continues to be troublesome and laborious to implement as access and implementation are in the domain of the technology guardians - the IT Department.
Strategic business planning did not truly understand the significance of developing effective learning and how it might affect the bottom line. Today we have a more mature business-planning model for learning but many organizations continue to implement Internet Learning on a project-by-project basis with little understanding of the long-term impact or legacy training strategies.
The content was also problematic in video learning as pedantic and boring content was delivered to learners with little understanding of their learning needs, their ethnic make up, ability to comprehend English effectively and their aptitude for use of technology.
Learning focus remained on the content, subject matter specialist and the medium; instead of the learner. Learning strategies also lacked the creation of a long-term plan that considered updating content, new technologies implementation, knowledge migration and the changing face of the learner. As in the classroom we can control the content, the environment and even the learning process but we have a much poorer understanding of the learner and how they learn in unique environments such as E-Learning.
Many E-Learning development companies today are well versed in the standard implementation of E-Learning. They understand the deployment technology (web programming and the Internet) but not the implications of using a broad spectrum of media tools that make up an effective Learning scenario such as video, audio, animation, role-playing, simulations, music, sound effects and perhaps most of all how each of these interacts. Each of these plays an important role in the learning process as research has indicated. Learners use a number of clues and “learning factors” and each person learns by placing somewhat different importance on each of these “media elements.”
Also an important part of the process is the need to encourage a heightened engagement in E-Learning by the learner and to set out critical achievement standards for the leaner from the outset. Many learners, especially those educated during the 70’s and 80’s were indoctrinated into the “theatre” style learning process where the learner would simply sit back and learn or be fed the information. Today’s learner needs to be engaged in the process, this starts with the selection of the subject matter expert, developing long term learning strategies, producing engaging & interactive presentations but ends with a change in the expectations we have of E-Learners and the need for each to understand the subject matter.
During the video learning evolution of the eighties the learner was not considered central to the process; we had little knowledge of how people learn and under what circumstance we learn more effectively. Internet learning or E-Learning as it is commonly called today has not considered the learner any more effectively than did the video learning of the eighties. Many companies and organizations have used the same existing training infrastructure or “legacy learning systems” and tried to implement E-Learning. Even though the technology is more complex, yet ubiquitous; even though learners have become more sophisticated and their ethnic make-up has become more diverse, even though knowledge is now considered a much more important factor in the success of an organization and even though the costs are increasing dramatically. Little thought has been given to developing a unique infrastructure and administration process for E-Learning that places the leaner at the head of the class!
Today there is little left of the video-learning systems of the eighties – the only legacy that remains is the administrative process. We have gone through a number of technologies, from Laser Disks, CD ROMs and DVDs to dial up Internet, high speed Internet and now High Definition. I am sure that the future of learning will continue to become more complex as the body of information we need to know continues to grow and the need to inform and refresh our information demands that we keep pace.
The delivery mechanisms will continue to change but the learning strategies, once put in place, will form an important base upon which organizations can leverage knowledge to deliver products and services more effectively.