getting more from e-learning unitar, 6 th april 2011 bryan hopkins senior learning solutions officer...
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Getting more from e-learning
UNITAR, 6th April 2011
Bryan HopkinsSenior Learning Solutions OfficerUNHCR Global Learning Centre
Budapest
Who am I?
• In education and training since 1977
• First ‘e-learning’ course in 1987• Worked with ILO, WHO, DPKO,
OCHA• Three books on training published
Why do we train people?
What are we going to cover?
• What makes good performance
• Models for training delivery• Implications for e-learning
design
What contributes to performance?
information
equipment
desire
Performance
+
+
Giving information:• feedback on how good• desired level of
performance• guidance on how to do it
Understanding of information
Suitability of physical environment
Physical ability to do
Incentives offered
Motivation to achieve
The bigger picture Gilbert’s Behaviour
Engineering Model
Provide information
Check understanding
Provide practice
What training can do
What makes good training?
Training should:• have clear value • be task-, not knowledge-oriented• be flexible to meet needs and
abilities• be under learner’s control
From Malcolm Knowles
From PowerPoint to e-learning
Information delivery (lecture model):
information
equipment
Performance
Provide information
Check understanding
Provide practice
• Relies on assumptions about learner motivation to bridge gap
• One size fits all
• Usually knowledge-oriented
?
?
Tell and test
Response strengthening:
• Behaviourism
• Stimulus-response
• Conditions of learning (Gagné)
1. Gain attention2. Inform learner of objectives3. Stimulate recall of prior
learning4. Present stimulus material5. Provide learner guidance6. Elicit performance7. Provide feedback8. Assess performance9. Enhance retention transfer
Explore and learn
Knowledge construction:
• Constructivism
• Informal learningKnowledge sources
Context+
Learning
Scaffolding
On-the-jobResearch
ExperimentationMeetings
Asking questions
Typical problems with e-learning
• Excessive reading• Inflexible routing• Assumptions about memory • Focus on ‘sexiness’• Lack of focus on application of
knowledge
Whereas, it should …
• Use its strengths constructively
• Offer task-focused problems and interactions
• Adapt to learners• Link to other media
where they are better
SimulationsGames
Story-tellingIntranet/Internet searching
Branching Pedagogical agents
PDF documentsLearning assessments
And so on …
Lessons for design
• Be clear about why learners need it
• Simulate performance• Use other media where
appropriate
Questions?
