Browse Month by September 2010

What hope is there for eLearning?

Creating engaging eLearning: Part 4

We need to rise up and join the revolution – the eLearning revolution. I am always keen to keep up to date with what is going on in the world of technology. I love how clever programmers can be when creating amazing ‘special effects’ on screen. And yes – the visual design is important but not at the expense of the learning.

When is information just information and why do we think by adding a multiple choice quiz at the end makes it learning? All this does is test immediate recall of the facts. What it doesn’t do is test how this information or knowledge can be transferred to performance. I explored this in my second of this series in creating engaging e-learning where we talked about putting the learning back in eLearning.

Today I received a usual e-mail alert from an award winning e-learning software provider after making an enquiry some time ago. I don’t often have time to look at these alerts but, tonight I decided to take a look at their news. It included examples of e-learning they produce for customers. I must say, I was very impressed with the clever graphics, special effects and novel ways of taking you through screens etc. As I worked through the examples of their portfolio, a question came to mind….

Does flashy programming, great use of graphics and clever special effects equal engaging eLearning? My answer? – No! I totally support that care has to be taken when designing the visuals (more of that in later posts) but what really engages the learner is how they use their brains, not their fingers on the mouse.

If only the eLearning companies asked their learners what they hate about eLearning they will find out they can’t stand clever ways of dressing up information where they just click or roll over to reveal more information. What learners are crying out for is to be able to think for themselves, to solve problems – realistic, work-based, relevant problems..

I’ve seen an example of a timeline where the ‘interaction’ is merely moving the mouse back and forth through the timeline ribbon and rolling over images for more information about key events. Again, I loved the graphics, the colours and the visual design but, in my opinion, this is just e-information. (I have already differentiated between e-information and eLearning in a previous post.) Now e-information certainly has its place but there’s no cognitive application involved. It’s just passive exposition.

As a result of looking at these examples I thought I would re-think some of them to give you some ideas of how to make your own designs more engaging by incorporating the right sort of interaction.

Another example where I love the visuals: the learner clicks to turn the pages of a book where they read a case study (the producer refers to it as a scenario). This is a super, visually engaging way of displaying information. But that’s all it is – oh and guess what? It is followed by a really long multiple choice quiz where learners are ‘tested’ on the content. A lovely idea initially, but why not use the case study to act as a problem solving activity where the learners have to make the decisions as they go along on behalf of the people in the scenario? The story could be told in installments and it is unlikely we will ‘lose’ our learners along the way.

Let’s think about another example:

The learner is shown a beautiful image of a coral reef. Again the visuals are superbly set with clear thought to relevance and placement. To the right of the photo but set within an aquatic template is a whole bunch of text. What is the ‘interaction’ planned for the learner? Well, the learner has to grab the [thin non-standard?] scroll bar to read more text because there is too much to go on the screen. What does this text give us? A heap of facts telling us about the threats faced by coral reefs from man and the environment! And, yes – you’ve guessed it – another obligatory multiple choice quiz. Does this put the learner at the heart of the coral reef? Does it help the learner understand the consequences of their actions? Not really – just regurgitating facts again.

For those starting out on the e-learning design journey they take these examples as best practice and replicate them.  ‘What would I do differently? No…. I’m not going to tell you…. What would you do differently????

I would love to hear some of your own ideas of creating real interactive learning activities. C’mon let’s start that eLearning revolution

Supporting learning in the workplace through social media

How trainers can use social media


On my usual trawl through my Twitter stream, I came across a Tweet by Cammy Bean sharing a great interview she had with Jane Bozarth.

The interview lasts about an hour but it flew by. The interview is primarily to promote Jane’s new book “ Social Media for Trainers: techniques for enhancing and extending learning”. I was so impressed with how this could really help classroom trainers who are keen to start introducing social media into their programmes but are wondering exactly how to do it, that I went straight to Amazon to buy a copy. Unfortunately, it isn’t out yet here in the UK but I’ve put my order in.

From the interview though, one key point was close to my heart:
Jane says that “it’s naive and vain for us (trainers) to think that what really made a difference in an employee’s success or failure is the three weeks spent in a classroom with us…. What really makes or breaks an employee’s success in an organisation and up to whether they stay with you has a lot to do with what goes on in that workplace and we need to find a way to be more present there” She also mentioned that if trainers intend to be viable for another 20 years – we’d better.

I have often been disappointed in my past life as an IT trainer, that I couldn’t be there to support my learners after they left the 3 hours, sessions. They were mine for 3 hours (sometimes 6 if they decided to enroll on a double session) and there was an awful lot crammed in for them to try and remember. I knew most of them wouldn’t even touch the applications for ages. Yes, we sent them away with user manuals and the number of the help desk, but I really wanted to do more. There was just no scope for that. The trainers had to be out there, delivering 4 out of 5 days.

When I delivered training for an external training provider, we rarely had the opportunity to offer support to our learners in the work place. The learners were mine for days at a time with even more for them to try and remember when they went back to their organisations. There wasn’t any formal support offered when they’re back in the workplace but I just can’t stop there – I offer my Twitter address, Facebook page, or email and am always happy to answer any questions or talk round a problem. This is where social media is a valuable asset. And even better if we can get to talk to each other too and share ideas. If I can do this for people coming from all sorts of companies, just think how much more valuable social media can be within one organisation to provide workplace support.

We need to look beyond training and more to learning by providing more performance support to help people when they need us most.

What support do you or can you offer your learners after they leave the formal course?