Are employers and education providers focusing too much on technology to drive corporate education? Education and achieving a culture of continuous learning must be the drivers behind the decision to use technology to learn. The focus must be kept on the educational needs of learners.
The e-learning landscape
In the frenzy to jump on the e-learning bandwagon employers and educators are making wrong assumptions about the value and desired results of corporate skills management and education programs. It’s time to step back and examine the roles of technology, learning content and education providers and to also help the decision-makers that buy education products and services.
In the frenzy to jump on the e-learning bandwagon employers and educators are making wrong assumptions about the value and desired results of corporate skills management and education programs. It’s time to step back and examine the roles of technology, learning content and education providers and to also help the decision-makers that buy education products and services.
Learners
Myth: For corporate learners the silver bullet of e-learning is that a networked desktop becomes the repository of all information and the tool to facilitate knowledge and learning continuously.
Myth: For corporate learners the silver bullet of e-learning is that a networked desktop becomes the repository of all information and the tool to facilitate knowledge and learning continuously.
Reality: E-learning is poorly presented and introduced. Learners need to know how to plan and manage their professional development goals. E-learning is failing the learners in the following ways:
1. The technology is not configured (firewalls, bandwidth) or robust enough (sound cards, fast Internet connections);
2. The content is not easy to use or relevant. It can take time to access and navigate procedures for tasks. Bodies of knowledge may be too generic to be relevant to a learner’s business;
3. Education professionals do not teach learners how to adapt to using technology tools to learn;
4. Time is not allocated to learn; and
5. Content aggregators that suggest they are e-learning companies are really playing in the field of performance support systems.
E-learning can service and empower continuous learning if learners are given the tools and time. Over time, they should be able to access other people, best practice information and learning services.
Producers of content
Myth: Producers of content are frantically migrating content to digital format. It is assumed that conversion to e-format somehow multiplies the value of the content.
Myth: Producers of content are frantically migrating content to digital format. It is assumed that conversion to e-format somehow multiplies the value of the content.
Reality: The format creates a misconception that the content is inherently of greater value. E-learning is blinding the content creators in a number of ways. It is important to remember the following:
1. E-content won’t always follow through on promise of reaching vast audiences;
2. It will not eliminate the need for instructors through adopting learner-led models from a “sage-on-the-stage” model;
3. Using the latest technology doesn’t ensure keeping the attention of the learner, increased retention and make learning “interactive” — a game or edu-tainment experience; and
4. Content creators may not deliver on developing standards and modular designs to ensure the reusability of “content objects.”
Producers of content can use the digital platform successfully to deliver education providing that the instructional design incorporates many modes and formats to ensure the learner is educated.
For example, in some instances a laminated quick reference card is more effective than an integrated multi-level online help function; a learning program that provides tools for online consultation with a subject matter expert may be more effective than a five-day course.
Decision-makers
Myth: Decision-makers who are charged with developing and implementing learning strategies are being correctly counseled by learning partners.
Myth: Decision-makers who are charged with developing and implementing learning strategies are being correctly counseled by learning partners.
Reality: 1. E-learning programs often win when compared on cost factors such as time and travel and leveraging the cost of existing technology, but other factors, such as the value of learning, must be considered;
2. The assumption that learning management systems — whether integrated to corporate systems or not — will give decision-makers all the enlightening data and reports on learner activities and competency gaps, and provide them with direction for education dollars, must be examined and challenged;
3. The implementation of large libraries and catalogues of electronically accessible learning content will not satisfy the learning needs of all employees;
4. While cost factors can be understated, the reverse is also true — there is a fear of having to customize or create content based on previous costly and often unsuccessful projects; and
5. Often there is little connection on measurable results that show whether education increases the bottom line and retention of employees over time.
Many learning providers, whether internal or external to the organization, understand isolated training events but not how to educate corporate decision-makers on the value of education and how education programs are strategically tied to business objectives.
Questions to consider
The road to e-learning is filled with many considerations and questions. There is little debate about the benefits that technology provides as an empowering learning platform for content and community. However, discussions about the use of e-learning must be answered within the context of some key questions such as:
•Why do learners want to learn? What is their motivation?
•How do they want to learn and are their learning objectives being met?
•How are learning programs designed and delivered?
•What skills and competencies are needed?
•Is learning tied to the business objectives?
•Is learning a necessary evil, a costly benefit, or a strategic effort?
•Are learning requirements being driven by software and hardware functionality?
•Are learning management systems an education or a system decision?
•Is learning content like an encyclopedia sale — all the knowledge that will ever be needed?
The road to e-learning is filled with many considerations and questions. There is little debate about the benefits that technology provides as an empowering learning platform for content and community. However, discussions about the use of e-learning must be answered within the context of some key questions such as:
•Why do learners want to learn? What is their motivation?
•How do they want to learn and are their learning objectives being met?
•How are learning programs designed and delivered?
•What skills and competencies are needed?
•Is learning tied to the business objectives?
•Is learning a necessary evil, a costly benefit, or a strategic effort?
•Are learning requirements being driven by software and hardware functionality?
•Are learning management systems an education or a system decision?
•Is learning content like an encyclopedia sale — all the knowledge that will ever be needed?
Successful learning revolves on the equal spokes of: the learner’s needs and abilities to do the job to drive strategic corporate business goals; the quality design of content across many delivery systems including e-learning; and the strategic activities and services of learning providers with business decision-makers.
Mona Mitchell is vice-president, marketing and business development at CDI Corporate Education Services, www.CDILearn.com, an IT education and training solutions firm. She can be reached at (416) 964-8688, ext. 2236. Cherie Ferrari is director, e-Learning at CDI, and can be reached at (416) 964-8688, ext. 2440.
