e-learning goes mainstream: from e-learning to e-performance

5 December 2008conVerge 08

E-learning goes mainstreamFrom e-learning to e-performance

Clint SmithDirectorLearnWorks

Overview

• The rising tide of e

• Getting blended

• Getting integrated• Getting results

e

And how much e is happening?

E-learning uptake is on the riseSource: Australian Flexible Learning Framework, Benchmarking Survey 2007

7%

17%

29%

0%

5%

10%

15%

20%

25%

30%

35%

40%

2001 2002 2003 2004 2005 2006 2007

% o

f VET

act

ivity

that

invo

lves

e-le

arni

ng

41%

Uptake of e-learning by provider type

18% 11% 11% 27%15% 18% 31%31%0%

5%

10%

15%

20%

25%

30%

35%

TAFE Private/Enterprise/Other

Community School

2006

2007

2006 Average (17%)

2007 Average (29%)

Uptake of e-learning by state/territory

13% 25% 14% 10% 22%41% 16% 10% 44%26%0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

NSW VIC QLD WA SA

2006

2007

2006 Average (17%)

2007 Average (29%)

2008 54%

And e-learners just wanna do more business

Speaking of business …

Main findings…

Where are you up to?Business case, exploring options

Just starting, pilot courses

Many courses, more to do

Main delivery mode

Over next 5 years?

So what’s so good about e?Reach remote locations

Reduce costs

Train more in shorter time

Provide evidence of due diligence

Work at own pace

Fills gaps from lack resources

Getting blended

Blended e-learningIndividual solutions: range of tools to fit the purpose, combining types, building the repertoire of delivery options

Types of corporate e-learning

E-trainingSelf-paced, individual computer-based training (courseware, LMS)

Blended learningIndividual e-training + face-to-face in groups

Facilitated onlineInstructor-led groups (LMS, virtual classroom)

Informal learningSupported web-based collaboration (Web 2.0)

And the models…

and more models…

The Aussie cookbook flexiblelearning.net.au/designing

What e-learning strategies are available? What do they look like? How can you use them in training?

What are the main delivery options for e-learning?How do you design an e-learning course?

Recipes for blending

Some benefits from blended, facilitated e-learning(from workshop responses in 4 states and territories)

• High retention and completion• Variety of content• Wider range of tools• Wider reach/markets

(flexible, accessible)• Wider range of clients

eg cater low SDL skills • Online learning-to-learn skills• Highly individualised support• Strong peer-to-peer support• Ongoing communication

(community of practice)

Getting integrated

Getting strategic

• RPL (eg TAFE VC tools)• Portals (staff, student)• Project management (eg SharePoint)• Assessment (eg Swinburne STELLAR)• CRM

Getting more infra

Hey provider dude, what cool digital-savvy services have you got for me:

• before I enrol

• when I enrol

• before the course

• during the course

• at the end of the course

• beyond the course

Chill, take your time: I got 5 seconds

Clint’s Little Red Book of Digital (Learner) Rights

Some homework? Contribute to…

At your e-service Linda Mitchell, ATC Sunshine

E-service levels

Managing clients (CRM)

Tracking your business

Getting results

1. Help them select courses2. Provide ratings on courses3. Provide a certificate4. Run a frequent learner rewards program5. Reward managers6. Provide guided tour (of courseware/system)7. Provide a demo8. Promote (newsletters, articles, rewards)9. Provide learner support10. Use multiple techniques

10 tips to recruit e-learners

That is, information, incentives and advice promote bribe cajole

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

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 Michael Leimbach

Strategies in design of the delivery- % improvement in outcomes

• realistic practice 10–22%

• goal setting 7–18%

• reviewing (tips, reminders) 10–12%

Getting learning to work Michael Lembach

Organisational characteristics- % improvement in outcomes

• manager support 10–67%

• clear job relevance 8–37%

• work/learning culture 5–20%

Getting learning to work Michael Leimbach

Models for learner support in e-learning• What can you do to ensure learner readiness in

e-learning?• What e-learning delivery and management practices

increase completion and impact?• What methods and tools are most effective for learner

support?• How much support is enough (cost-benefit)?

Three stages of support Industry Integration Project

before

during

after

stage

recruit

support

apply

purpose

UPTAKE

COMPLETION

IMPACT

result, measure

transfer of learning

Learning transfer toolse-learning plus e-performance

Friday 5s forthill.com

Clint SmithDirectorLearnWorksperformance design services

learnwks@bigpond.net.au03 9528 53370410 569 386skype clintos2