E-Learning

ASTD 2008 Copyright

Thinking Differently About Mobile Learning
Learning Circuits, v9 n8 (2008 Sep)
Too often when we think of mobile learning we think in familiar terms: modules, quizzes, tests, assessments. Mobile learning pushes a "learning-on-the-go" model and takes informal learning and knowledge sharing to a new level.

Technology euphoria
Learning Circuits, v9 n9 (2008 Jun)
This article presents an e-learning perspective from its early years to current day. Early on, e-learning was expected to be the next “sliced bread” and it has turned out to be a partial answer to providing sound instructional delivery. Among the concepts discussed are turning traditional, classroom-based training, into a collaborative approach where learners interact with the content and the underlying need to link training with the business.

Rapid talent development
T+D, v62 n3 p68-73 (2008 Mar)
This article asserts that e-learning alone is not the magic solution it was once believed to be for many valid reasons--unrealistic expectations and ineffective use of technology are among these reasons. Now that this delivery method is more fully understood, it can be used as a framework around which to create programs that achieve its goals. Three elements--alignment, interactivity, and motivation (AIM) target a blended strategy that results in success.
 
Designing e-learning: outside the box
Learning Circuits, v9 n3 (2008 Mar)
This article challenges instructional designers to step away from traditional thinking design e-learning differently.  The author recommends three learning phases that need to be used to achieve success: the pre-instruction phase, the instruction phase, and the performance phase. In the pre-instruction phase, designers need to "get  into the head of the learner" and consider issues they face--such as comfort levels with technology, value of the training, etc. Phase two, the instruction phase, designers need to have learners focus on job-related tasks not similar or generalized issues. During the performance phase, designers need to consider what happens back on the job. E-learning should be designed with two audiences in mind the learner and the learner's manager. Keeping the manager in mind often minimizes unintentional sabotage of what has been learned.
 
Second that!
T+D, v62  n2  p34-37 (2008 Feb)
"Second Life" is a virtual 3-D tool being used by companies such as Starwood Hotels, Pontiac, Cisco, and others to work with staff on specific topics such as customer service. Joe Miller, Linden Labs, states “It’s a collaborative environment where you really feel like you’re physically with other people.” This is accomplished by the use of avatars--a digital representation of yourself--interacting with other avatars.  Miller comments that many companies are re-creating classroom settings which he suggests does not take full advantage of the learning platform to create an innovative experience or introduce a new look at learning.

Analyze this!
Learning Circuits, v8 n11 (2007 Nov)
Tracking activity, specifically conversions, for Web-based courses provides  instructional designers with valuable feedback on the course design. New versions of web analytics software enable e-learning developers to go beyond usability studies and collect metrics on actual learner engagement in live courses. These new options provide e-learning course developers the means to make educated design decisions based on quantitative data derived from student behavior rather than subjective viewpoints.

Success with e-learning
Learning Circuits, v8 n5 (2007 May)
This article is a primer on e-learning. It covers the fundamental steps for using e-learning as a delivery method: selecting the best tool, developing the program and content, engaging the learner, marketing the program, and securing organizational support.

Defining and understanding virtual worlds
Learning Circuits, v8 n5 (2007 May)
This article discusses the growing use of virtual worlds/reality as a training strategy. This approach goes beyond simulations and games because the learner/end user can be integrated into the virtual world and personalizes and control experiences.

Game-based learning attracts corporate trainers
Learning Circuits, v8 n6 (2007 Jun)
This article provides tips from gaming experts from Cisco and Digitalmill. It also discusses the lessons learned by other companies about game-based learning.

Leveling the levels
T+D, v61 n2  p48-53 (2007 Feb)
This article explains one perspective on the challenges of how, when, and where learning is being measured and evaluated because of changes in technology-enabled learning. Five ways of looking at measurement with a fresh eye include: erasing the dichotomy between learning and work; integrating measurement with learning, support, and work; and looking at Level 1 evaluation differently.

The problem with rapid e-learning
Learning Circuits, v8 n2 (2007 Feb)
This final article on the future of rapid e-learning covers opportunities and challenges, stakeholders, and the subject-matter expert (SME) problem. The article concludes with four options to  help shorten the time-to-learner.

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