Welcome to the Toucan House Online Ed. Updater - 1 May 2003
This occasional newsletter keeps you up to date with innovation and change in online and flexible learning.
In this edition:
- The global elearning environment shake down
- Success factors in elearning and other delivery methods
- What we've been doing in the holidays
Previous updaters are archived at www.toucanhouse.co.nz
The global elearning environment shake down
Over the last couple of years, there has been a process of mergers and closures as the
various elearning business and educational models prove their effectiveness or
otherwise. This process seems set to continue in 2003.
For example, Fathom has closed it's doors (The Chronicle of Higher Education, Jan 08, 2003).
A for-profit offshoot of Columbia University, it has been largely unsuccessful in its plan to
sell Web-based courses and seminars to the public. In a similar vein,
The College Board shut down its for-profit Internet spinoff, Collegeboard.com,
late last year by buying out investors, while the website remains, it is now incorporated
into the activities of the College Board, a nonprofit organization.
At the same time however, The Washington Observer reporter reported that Massachusetts Institute
of Technology's (MIT) online initiative is proving to be very successful.
The explanation for the difference can largely be found in the fact that MIT online
content is free to users, and does not purport to offer complete online courses,
so much as the large scale publication of discrete course materials.
As corporate and academic objectives become more blurred in the elearning education
and training market, success will be measured more and more by business models that
offer real value to learners. Many current solutions touted as online learning really
involve the simple presentation of text or information, and don't include interactive
learning activities.
Success factors in elearning and other delivery methods
Let's be real about the fact that simple presentation of text or information is not elearning,
this is epublishing of information. Epublishing clearly has it's place, it's a cheap,
efficient way to disperse information. However it is a different beast to elearning,
and learners are becoming clearer about the difference.
If learners are going to pay for an online environment that supposedly provides an experience
to replace the classroom, that environment has to offer more than the equivalent of a book.
There are four factors we've identified as indicators of success:
- Interactivity. A learning experience that requires real cognitive processes (not regurgitating information), either through activities or communication tools that allow interaction between learners and mentors
- Functionality. Utilising development tools that reach the widest possible audience with the least fuss. If learners need to wade through 'technical issues' before they learn, you've probably lost them before they even start.
- Credibility. Content must be developed by people who have deep subject knowledge, as well as an understanding of how people learn in their discipline
- Information architecture. Print, multimedia and elearning solutions are all quite different resources. Learners access them in different ways, and they have different respective strengths. There are two consequences. One, you need to choose the right resource for the right learner. Two, the learning experience needs to be designed around the peculiarities of the different resources.
What's clear from that list is that it takes a team of skillsets to produce an effective
learning experience, for further comment on the makeup of such a team, have a look at
our 24 May 2002 newsletter.
What we did in the holidays
Snapshot of two of our current projects:
Training materials and delivery review for national distribution chain.
The goal of this project was to provide decision makers with qualitative data on existing
training delivery systems and opportunities for improved efficiency, deeper learning and
higher levels of client satisfaction. We first analysed existing print learning materials and
assessments against a set of agreed criteria and came up with recommendations for
re-development. We then conducted a national survey of relevant stakeholders
(from trainees to regional managers) and identified opportunities for change.
Areas canvassed included:
- Training design
- Enrolment, administration and reporting systems
- Assessment tools
- Learner support
- Communications systems
- Training strategy
The result was a comprehensive report that informed both strategic and operational decisionmaking issues.
Online Communication Tools
For some time now we've been working on synchronous communications tools that allow for
training to be delivered by a presenter to a number of remote locations using simple
technologies that anyone can access. The solution currently being trialed includes
'pushing' Powerpoint slides through a standard browser interface, together with multichannel
2 way audio. All you need is a standard machine with Internet Explorer and a
headphone/microphone set.
We're also partnering with Communicative Language Training International Ltd
to support teacher trainees in China and Asia. Our comms modules allow trainees in any overseas
location to communicate with New Zealand based mentors through textchat, audiochat and bulletin
boards. The project has also involved the development of an online learning environment that
includes resources, links, activities and career planning service. As well as providing the
online learning environment, the site also acts to promote the face to face delivery of
training, which forms the core of the CLTi package.