Tag Archives: eLearning

Stories and analogies

Now don’t faint – I’m just writing a short post – promise!

I recently came across a new blog.  Nowadays I’m awash with information from my social media sources and I do find it easy to just skim through my e-mail subscriptions hitting the delete key as I go or skip down my Twitter stream looking for something interesting to catch my eye (yes, I know you all post interesting posts and I do try to keep up to date).  Therefore the catchier the ‘headline’ the more likely I am to take a closer peak.

And that’s exactly what happened with this post from Ethan Edwards of Allen Interactions “e-learning… as easy as pie“.

It just goes to confirm how powerful stories and analogies are in helping people understand often complicated or bewildering information.

Read and enjoy!

Why we shouldn’t call it blended learning!

Now for those of you who have read a few of my posts might think that a very strange statement.  Those who know me well professionally will certainly be taken aback – after all, to them, I must sound like a broken record (for those who don’t remember records, think scratched CD!) because I’m always banging on about how anyone remotely involved in designing learning should first learn all there is to know about blended learning.

So why am I considering a change of name?  Because there are still a lot of people out there who don’t understand what blended learning is (see my post about the myth of blended learning). In my view, the blended learning approach is the foundation on which all other learning and training components are built upon.

My earlier post talked about how some people think blended learning is a what I refer to as the eLearning sandwich (eLearning tutorial+classroom+eLearning tutorial); some people think it’s a classroom course with some computer work included within it; some people think it has to include classroom; some people think that it has to include some computer-based or online activity.  Well, it may surprise you to hear that none of the above are true – and yet – all are true.  How can this be?

I confess that in this day and age it is very unlikely that any learning solution will not include some sort of electronic activity.  However, it may be there is none.  It all boils down to putting together a solution that is right for the situation – and that situation may not have any access to great technology.  There are too many variables to cover here.

If we consider what Clive Shepherd calls ‘the logical approach’ in his Blended Learning Cook book (1st and 2nd edition), (see my review) we should first establish the current situation before embarking on determining the strategy for putting forward the learning solution.  This means we need to make a detailed analysis: a lengthy process so often skimped.

Without this we don’t know our audience enough, we don’t know the resources we have or haven’t got, and we may not even know if there is a valid learning need.  Once we have all this information we can establish the most appropriate activities relevant for the audience and subject matter and be able to determine the most efficient way of delivering them.  It will also determine whether it is appropriate to go down the formal training route or the less formal approach of coaching, just in time resources, an ‘in at the deep end’ or a mixture.

Once we’ve set out our framework we can then start designing the individual components, facilitating and supporting as my diagram explains.

Blended Learning Infographic

So this is why ‘blended learning’ is the foundation of any learning solution and why it should be the first step for everyone needing to determine the best learning strategy for their organisations.  But what should we call it? What about just LEARNING!

 

Designing eLearning? Here’s a little help from your friends!

Photo by Gomez f on Stock XchangeIt’s been clear for some time now that organisations are moving increasingly towards implementing e-learning to improve efficiency in delivering training. Whether the e-learning they’re considering is the most appropriate or only solution is a whole different story.

However, let’s imagine that you’ve carried out an in-depth analysis looking closely at the needs and experiences of your audience, established the the performance need, made sure there’s clear link to organisational goals and considered all possible options. You’ve come to the conclusion that the type of e-learning appropriate, whether wholly or as part of a blend, is the self-study interactive tutorial.

OK, so now you’re confident in your decision, now you have to decide how this should be done. If you’ve ruled out going externally and buying off the shelf, the alternative is to produce yourself in-house.

But what if you’re new to all this stuff? Well you could go on a course! But what if this isn’t an option – where do you start? There’s so much information and advice out there you can feel overwhelmed so I thought I’d get some useful resources together which might help in your quest for creating the holy grail of e-learning – that which engages and produces effective results.

Firstly, here are just a small selection of my own blog posts to start you thinking:

The great thing about the eLearning community is everyone loves to share. Here are some excellent resources from some of the greats in the e-learning field (and I mean only some – there are many more but these are good to get you started):

Take a look at Cathy Moore’s blog and particularly her ‘Action Mapping‘. One important way of making elearning more realistic, relevant and engaging is using stories and scenarios. Here’s another post by Cathy Moore on creating mini scenarios.

I’ve often said that PowerPoint is your secret weapon when creating eLearning tutorials so my advice is to learn all you can about how to use its graphics as in depth as you can. Oh… and toss the template. By that, I mean, always use a blank slide so you’re not constrained by any PowerPoint’s standard, heavy bulleted slides. For ideas on how you can be creative with PowerPoint, check out Articulate’s Rapid eLearning Blog. No matter what authoring tool you have, the Rapid eLearning Blog will give you handy tips and ideas.

I’d definitely recommend putting The eLearning Coach on your reading list. Here’s a great post on different ways to provide feedback in your elearning.

Kineo has also got a lot of great resources and free advice too.

You need to balance effective learning with effective visuals when designing elearning and in the absence of a graphic design qualification here are some good resources. These aren’t elearning based but some ideas can be applied to elearning screens:

And if you want professional advice backed up by research, get ‘e-Learning and the Science of Instruction‘ by Ruth Clark and Richard Mayer. Here’s my review of this book.

Well, I think that’s enough to get you all starting to think about what makes good elearning tutorials. As I said, there’s so much more out there but these are certainly my favourite and will be more than enough for you at the beginning.

So go on – give it a go. As the saying goes… it’s easier to eat the elephant one bite at a time. Give yourself small, achievable goals and practise. Join and participate in communities like Articulate’s ‘e-Learning Heroes‘ community where you can share some of your ideas and prototypes to get feedback from others in the community. I’d also recommend joining the eLearning Network, a UK organisation ‘run by the eLearning community for the eLearning community’ sharing best practice.

But just to leave you with a thought…. it’s all very well knowing where to go for help and advice but to put some great eLearning out there in your organisations you’ll need backing and support. Not only from your colleagues but from your managers. Clive Shepherd briefly covers this in his post ‘Tools, talent, training and, above all, time‘ and my follow-up post ‘Dream the impossible e-dream‘.

So go on – take that first bite of the elephant.