What is ELearning

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What is E-Learning?
Strategies to Get Started

• David Ross
• USQ
• Queensland Australia

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We can say that e-learning is generally defined
as

• content available anytime, 24 hours by 7 days.
• content accessible by a learner located anywhere
  in the world.
• an environment that is learner-centered, one that
  is personalized to the individual, and customized
  to the organization.
• involving some form of technology for delivery
• network (Internet, LAN Local Area Network, or WAN
  Wide Area Network) assisted.
• the whole learning experience, from assessment
  through testing and sometimes certification.

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Google provides more than 40,000 pages related to
the definition of e-learning

• Ranging from the specific E-learning is the
  delivery of interactive, multimedia tutorials via
  the Internet.
• To the process-oriented E-learning is the
  process of combining content with support and
  community.
• To the visionary E-learning is the delivery of
  training anywhere and at any time.

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e-Learning vs. Online Learning

• e-Learning Technology-based Learning
• The term e-learning covers a wide set of
  applications and processes, including
  computer-based learning, Web-based learning,
  virtual classrooms, and digital collaboration.

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Online Learning

• Online Learning Web-based Learning
• Online learning constitutes just one part of
  technology-based learning and describes learning
  via Internet, intranet, and extranet.

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The 4Cs of E-Learning Success

• Culture
• Champions
• Communication
• Compensation 

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1 Culture-Building Strategies That Work

• a) Make the coach or the direct manager
  accountable for learning.
• b) Focus at the enterprise level.
• c) Integrate learning directly into work.  
• d) Eliminate the ability to pay as a gatekeeper.
   
• e) Make access as easy as possible. 
• f) One size doesnt fit all.
• g) Focus on change from start to finishand
  beyond.  

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2 Helping Senior Managers Early Users Become
True Champions of E-Learning

• a) Build a sound business case. 
• b) Educate executives.
• c) Work the politics. 
• d) Ignore the disbelievers.   

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3 Communicate E-Learning Needs Effectively

• a) Consolidate your strategy development. 
• b) Avoid selling and focus on value. 
• c) Communicate value from the top down. 
• d) Build support with coaches first.  
• e) Build and promote an initial win.  

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4 Compensation Appraisal On E-Learning Progress

• a) What Is In It For Me? 
• b) Spell Out the Consequences (Positive
  Negative).

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Role of Facilitator

• Facilitation skills include
• engaging the learner in the learning process,
  particularly at the beginning.
• appropriate questioning, listening and feedback
  skills.
• the ability to provide direction and support to
  learners.
• skills in managing online discussion.
• ability to build online teams.
• a capacity for relationship building.
• motivational skills.

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Facilitating online learning - some of the
challenges

• Designing the right mix of online and off-line
  activities (referred to by some as 'blended
  learning')
• Keeping tabs on individual students' progress.
• Catering for different learning preferences and
  learner needs.
• Adopting student-centred approaches, and learning
  to become a 'guide' or 'facilitator'
• Dealing with the pragmatics of teaching online -
  e.g. administrative and support requirements, and
  issues of time.
• Dealing with technical issues.

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Facilitating online communications - some of the
challenges

• Avoiding the dangers of misinterpretation of text
  and assisting students to do the same.
• Dealing with silences (the dread of all online
  moderators) and getting students to actively
  participate.
• Finding the right voice (i.e. techniques for
  communicating and responding to achieve
  particular outcomes.
• Finding the optimal balance between private email
  and public discussion.
• Standing back, and allowing students to discover
  the power and potential of the medium for self
  and group learning and not purposely or
  inadvertently dominating or stifling discussion.

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Moderation models

• Salmon's fives stages are
• Stage 1 Access and motivation
• Stage 2 Socialization
• Stage 3 Information Exchange
• Stage 4 Knowledge Construction
• Stage 5 Development

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Web Design for Learning

• Think carefully about the learning objectives
  that the resources will address, and see if they
  can also be used to develop key skills.
• Start small and aim to tackle a part of the
  syllabus that is likely to give the greatest
  payback for the least investment.
• Keep a record of the time spent so that you can
  justify further developments to both yourself and
  your department.
• Build in evaluation from the start of the
  development process - and use the feedback you
  get to improve the resources and their use the
  next time the course is run.
• Consider using a managed (virtual) learning
  environment - these are described in my previous
  article (Technology-Based Learning managing the
  environment,