1. e Learning An exploration of Myth and Reality Brian Sutton
Chief Educator, QA

2. Agenda for our discussion
Where are we now
Why the rush towards e-Learning?
What is our current experience?
The corporate legacy
Why invest in Learning? - how does it happen?
Some ideas, concepts and facts about learning
Where we learn – vs - where we put our money
Future directions for learning
What is Blended learning
First steps
A glimpse of the possible
Summary

3. Lesson in a box Virtual Classroom E-Labs Test Preparation Simulation
What do we mean by e?
Lesson in a box
Virtual Classroom
E-Labs
Test Preparation
Simulation
Slide Objective:
Scripting notes:
Up to 70 percent of the cost of traditional training are travel and accommodation expenses
Time away from work (opportunity costs).
Use existing Network infrastructure
Reduces learning overhead – staff, outside consultants classrooms, etc Lower cost of ROI due to built in LMS and reporting features.
The Learning Paradox, Jim Harris
Other areas of benefit:
Value Measurement in terms of both cost reduction and performance (operations or business improvements)
Improved employee efficiency, Capturing employee know-how
Improved access to content, Cost savings
Ability to measure effectiveness, Ability to report on learning
Improved competitiveness,Increased employee loyalty
Other benefits
Free form Search

4. What do we mean by Learning?
Pedagogy
“The principles, practice and profession
of teaching”
Slide Objective:
Scripting notes:
Up to 70 percent of the cost of traditional training are travel and accommodation expenses
Time away from work (opportunity costs).
Use existing Network infrastructure
Reduces learning overhead – staff, outside consultants classrooms, etc Lower cost of ROI due to built in LMS and reporting features.
The Learning Paradox, Jim Harris
Other areas of benefit:
Value Measurement in terms of both cost reduction and performance (operations or business improvements)
Improved employee efficiency, Capturing employee know-how
Improved access to content, Cost savings
Ability to measure effectiveness, Ability to report on learning
Improved competitiveness,Increased employee loyalty
Other benefits

5. Implied Benefits of e-Learning
Travel Savings
Cost Savings
Time Savings
Improved Access to Content
Slide Objective:
Scripting notes:
Up to 70 percent of the cost of traditional training are travel and accommodation expenses
Time away from work (opportunity costs).
Use existing Network infrastructure
Reduces learning overhead – staff, outside consultants classrooms, etc Lower cost of ROI due to built in LMS and reporting features.
The Learning Paradox, Jim Harris
Other areas of benefit:
Value Measurement in terms of both cost reduction and performance (operations or business improvements)
Improved employee efficiency, Capturing employee know-how
Improved access to content, Cost savings
Ability to measure effectiveness, Ability to report on learning
Improved competitiveness,Increased employee loyalty
Other benefits
Ability to Report and Measure Effectiveness

6. The Worldwide Expansion of E-Learning!
Circuit City
is training 50,000 employees from 600 stores using customized courses that are “short, fun, flexible, interactive and instantly applicable on the job.”
The US Army’s virtual university
offered online college courses to more than 12,000 students located anywhere in the world
Estimated to be a $42 million e-learning program.
Dow Chemical
needed to train 40,000 employees across 70 countries on workplace respect and responsibility, using 6 hours of e-learning
Result: All 40,000 passed
Savings: $2.7 million

7. US Energy Company Problem IT technical training for employees Solution
Async, Web-based, self-paced learning
Some employees discussed learning in virtual classroom
Result
In 12 month span, 3,000 courses completed and another 7,000 partially completed
Benefit
Payback period of 3-4 months
Faster time to competency
Reduced re-work
Higher employee retention
Higher quality of service
Reduced help desk call volume and costs
Less system downtime
(CLO, March 2003)

8. British Telecom & sales training
Problem
Train 17,000 sales professionals to sell Internet services
Solution
Internet simulation
Result
Customer service rep training reduced from 15 days to 1 day
Sales training reduced from 40 days to 9 days
Benefit
Millions of dollars saved
sales conversion went up 102 percent
customer satisfaction up 16 points
(CLO, March 2003)

9. E-learning – promise fulfilled, paradise gained
The last 15 years have seen great advances in technology and multi-media design. Courseware is now;
Very interactive, includes sound, video, links to job aids and other documents, message boards, live mentors (24x7)
Virtual classroom technology allows live instructors to lead world-wide sessions
Advantages of current courseware:
Can be used anytime, anywhere. Take breaks at any time and return to exactly the same place.
Learning is reinforced through constant testing, performance is tracked.
Patterns of learning are different, sessions shorter, easier to fit with job requirements. We no longer loose days away from the workplace.
Material stimulates multiple senses, therefore more memorable.
Faster time to competence.
Can be expensive to create but then cost per delivery rapidly becomes marginal

10. E-learning – promise unfulfilled, paradise lost
We took the pedagogy of the classroom and applied it unchanged to a new delivery mechanism.
The last 15 years have seen great advances in multi-media design whilst learning design has been largely ignored - result
Very pretty courseware that provides little stimulus to learn
Criticisms of current courseware:
Learning that is not Authentic, little connection to real world.
Learning not reinforced, no mentoring or post course support.
Useless after first use, no indexing to aid finding things later.
Does not support information discovery, experimentation and what if type exploration
Not linked to enduring corporate repositories of knowledge
Expensive to create, even more expensive to maintain

11. The Corporate Legacy
Large installed base of generic e-learning materials from a range of providers. Mostly following a pedagogy of tell and test.
E-learning modules not linked to personal development objectives and rarely integrated with the rest of the learning portfolio, especially not linked with ILT provision.
Poor take up rates of e-learning and poor completion rates.
Workers find all sorts of excuses for not doing the e-learning, a current favourite is “I couldn’t get access to the net when I had the time to study”. (Don’t spend time and money trying to fix this, it is a symptom not the problem)
ROI based on avoided cost by not doing training some other way, rather than effectiveness of change in Knowledge, attitude, skills or habits and subsequent linkage to operational effectiveness.

12. Improved Personal and Organisational Performance
Building Performance
( K + S ) x A =
Improved Personal and Organisational Performance
1. Knowledge
2. Skills
4. Attitude

13. How People Engage with Learning Experiences(
) x +
Individuals Acquire & Share Knowledge Through:
Discovery
Play
Story Telling
Collaboration with their peers
Individual World
View
Personal Reflection
Individuals Acquire & Perfect Skills Through:
Observation
Trial & Error
Guided Practice
Application
Experimentation
Individual World
of Performance
Practice
Individuals develop Attitudes based on:
Peer behaviour
Environment / culture
Past experience
Need for well being
Individual
Set of beliefs
Adapt / Adopt
Access real systems / tools
Build in Context
Stimulate Multiple Senses
Individual Support Environments

14. Informal Formal Informal Learning
Informal Learning Represents 70% of Learning that Occurs in the Workplace
Informal
Formal
Objective: To show the true mix of formal and informal learning.
Review the slide then make the following points:
Other studies place the mix of formal and informal learning closer to 80/20, some place it at 90/10.. Even at 100% informal learning. In any case, it is a good example of the Pareto Principle or 80/20 rule
The spending for formal learning usually takes 80% of the funding while 20% is being made available for informal learning. The reverse of the reality.
Informal Learning
“the improvised, unplanned instructional efforts that are part of the everyday fabric of business operations.”*
* Source: U.S. Bureau of Labor Statistics

15. Building Performance Over Time
75%
I Adopt and Adapt
Performance
Informal Learning
20%
I Can Do
Objective: to demonstrate another example of formal and informal learning.
A study of time-to-performance done by Sally Anne Moore at Digital Equipment Corporation in the early 1990s, and repeated by universities, other corporations, and even the Department of Health and Human Services, graphically shows this disparity between formal and informal learning.
Build the slide and explain each build.
We get only about 25 percent or less of what we use in our jobs through formal learning. Yet the majority of companies are currently involved only with the formal side of the continuum. Most of today’s investments in corporate education are on the formal side. The net result is that we spend the most money on the smallest part of the learning equation.
The other 75 percent of learning happens as we creatively adopt and adapt to ever changing circumstances.
Formal Learning 5%
I Know
Study by Sally Anne Moore, Digital Equipment Corporation ‘Time to Performance’
‘At the Water Cooler of Learning’ by David Grebow

16. Important Learning Links
Formal – In the Classroom
Informal – At the Water cooler
General & Academic Need
Specific & Practical Need
Longer Term & Full-time
Shorter Term & Part-time
Standardised content
Individualised content
Requires pre-requisites
Requires purpose
Isolated from work
Associated with work
Assessment-based
Results-based
Objective: To contrast the formal and informal learning environments.
Read the points as they build to show the differences between the two types of learning.
At the end, ask if they can think of any more?
Teacher-centered
Learner-centered
Measured & Scheduled
Unmeasured & As Needed
Control
Empowerment
Adapted from ‘At the Water Cooler of Learning’ by David Grebow

17. When is Retention the Highest?
Reading
10%
20%
Seeing
Hearing
30%
Seeing & Hearing
50%
To teach is to learn twice. Joseph Joubert
Collaborating
70%
Practice
80%
Teaching
90%
Objective:
To show that the more the learner is engaged, then more they will retain the skill.
Script:
Notice that as the activities increase, the greater the retention of skills. Ultimately the best way to learn and retain your skills is to apply the skills on the job and then teach others to do the same.
e-Learning provides an opportunity to experience most of these opportunities for learning.
Source: Self-explanations: How to study and use examples in problem solving Cognitive Science, 1989

18. Work-related learning preferences of work-based learners
Source: ICLML, Middlesex University

19. Online Pedagogy Grid Gives Presents learners control over
style, location, pace,
duration, sequence but not task
Presents
traditional training
and teaching by
innovative means
Instructor Specified
tasks NW NE
Learner managed process
Instructor
Controlled
Process SW SE
System liberates and
supports learners to
decide and
control own direction
and process
Process is predetermined
- learners explore
content and direction.
Open ended, strategic learner directed
Coomey,M Stephenson,J 2001, It’s all about Dialogue, Involvement, Support and Control, in Teaching and Learning Online, Stephenson, J, Kogan Page London

20. Online Pedagogy Grid Learner managed virtual learning environment;
Instructor Specified
tasks
Learner managed virtual learning environment;
Customised intuitive tools;
dis-aggregated company-specific and commercial materials tagged
for personal relevance;
open to outside sources;
online mentoring. NW NE
Learner managed process
Instructor
Controlled
Process SW SE
Open ended, strategic learner directed
Coomey,M Stephenson,J 2001, It’s all about Dialogue, Involvement, Support and Control, in Teaching and Learning Online, Stephenson, J, Kogan Page London

21. Online Pedagogy Grid Instructor Specified tasks
Vast majority of cases in research literature were in NW, some in NE and SW, few in SE NW NE
Learner managed process
Instructor
Controlled
Process SW SE
The SE quadrant is where e-learning in the work-place can be most effective
Open ended, strategic learner directed
Coomey,M Stephenson,J 2001, It’s all about Dialogue, Involvement, Support and Control, in Teaching and Learning Online, Stephenson, J, Kogan Page London

22. Defining Blended Learning
Blended Learning has been defined as a combination or mixing of at least four different methodologies:
Applying different forms of instructional methods (Classroom, e-Learning, collaboration, simulations, etc.)
Combining delivery technology (Internet, CD-ROM, etc.)
Mixing teaching approaches (behavioral, cognitive and constructive)
Integrating formal learning activities with actual job activities.
Objective: to expand the participants definition of blended learning.
Blended learning can have many definitions. Let’s discuss four of them.
Usually it is defined as the mixing of e-Learning with classroom training. This is perhaps the most common definition of blended learning.
The definition then expands to include the combination of delivery technology methods… mostly using the Internet.
The definition also includes the blending of different teaching approaches that mix a wider range of learning theory to suit the application.
And finally, blended learning integrates formal learning activities with job work activities.
Today we intend to define blended learning at a higher context… blending formal and informal learning.
blend·ed learn·ing v. 1. To combine or mix modes of web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal. 2. To combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or with out instructional technology. 3. To combine any form of instructional technology (e.g., videotape, CD-ROM, web-based training, film) with face-to-face instructor-led training. 4. To mix or combine instructional technology with actual job tasks in order to create a harmonious effect of learning and working.
Adapted ‘Blended Learning: Let's Get Beyond the Hype’ By Dr. Margaret Driscoll

23. Infusing E-Learning Problem
A manufacturing company needed to transform a week-long safety program:
Solution - a three-part blended offering
Phase 1 - One day in classroom
Phase 2 - Multiple online simulations and lessons.
Phase 3 - One final day of discussions and exams.
Note: must accomplish online work before phase 3
Result
raised success rate
Improved transfer of skills
lowered hours away from the job
(Elliott Masie, March 2002, e-learning Magazine)

24. Ratheon, Build Own LMS Problem SAP Training and LMS Choices Solution
Vendor ($390,000)
Build Internally ($136,000)
Cost of Instructor-led Training ($388,000
Solution
Five Training Components in 18 Weeks :
Role-based simulations
Audio walk-throughs
Online quick reference system
Live training support (special learning labs)
Online enrollment and tracking
Result
saved $252,000
within 6 weeks, 4,000 courses taken by 1,400 students
(John Hartnett, Online Learning, Summer 2002)

25. Putting the “e” back into Learning
The promise of new blended learning programmes lies in their ability to empower the learner. To transform the quality of the learning experience rather than their ability to dumb down or remove cost.
Effectiveness
Excitement
Energy
Whereas the “Situational” approach held that different situations require different types of leadership. The Contingency approach attempts to specify the “conditions or situational variables” that moderate the relationship between personality characteristics and behaviours to produce optimum effectiveness.
All the research to this point had looked at Single leadership models. However, in the organisational context it is rare that effects can be traced to the actions of one person. Perhaps we needed to look at group dynamics and the notion of “organisational leadership” Although little definative research has been done there is an intuitive feel that all other theories ignore the invisible leadership of lower level staff members throughout effective organisations.
Enthusiasm
Engagement

26. Summary
E-learning in its present form has been an expensive experiment and has (by and large) failed to live up to its promise.
The solution to our corporate education problems lies in the fundamentals of how people learn. We need to consider both the formal and informal dimensions.
Putting the needs of the learner foremost helps us to build learning programmes that support the ways that people learn.
e-learning is getting better only because it is beginning to support; discovery, story telling, trial and error, application, experimentation and collaboration.
E-Learning is not the solution – it is part of a solution.
We should perhaps look towards the e- enablement of informal learning networks