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1 The Workplace eLearner: Designing and delivering eLearning into the workplace Keith Tyler-Smith eProject Manager, TANZ ITF Research Forum 2nd Vocational.

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Presentation on theme: "1 The Workplace eLearner: Designing and delivering eLearning into the workplace Keith Tyler-Smith eProject Manager, TANZ ITF Research Forum 2nd Vocational."— Presentation transcript:

1 1 The Workplace eLearner: Designing and delivering eLearning into the workplace Keith Tyler-Smith eProject Manager, TANZ ITF Research Forum 2nd Vocational Education Research Forum 2005 Presentation

2 2 Technology & Learning

3 3 Quote “There has been a dramatic shift in recent years away from viewing educational institutions as the principal places in which learning occurs towards a recognition of the power and importance of the workplace as a site of learning.” (Boud, D. (Ed.) (1998) Current Issues and New Agendas in Workplace Learning. Adelaide: National Centre for Vocational Education Research) “There has been a dramatic shift in recent years away from viewing educational institutions as the principal places in which learning occurs towards a recognition of the power and importance of the workplace as a site of learning.” (Boud, D. (Ed.) (1998) Current Issues and New Agendas in Workplace Learning. Adelaide: National Centre for Vocational Education Research)

4 4 Presentation Outline Polytechnics & workplace learning Case Study Project background Project team approach Development process Workplace learners Course design Delivering training into the workplace Applying new learnings Re-thinking the design Dramatised interactive scenarios Conclusion Polytechnics & workplace learning Case Study Project background Project team approach Development process Workplace learners Course design Delivering training into the workplace Applying new learnings Re-thinking the design Dramatised interactive scenarios Conclusion

5 5 Polytechnics/Industry Relationships Historically, polytechnics, industry, business & public sector have an extensive & close relationship e.g: Polytechnics provide entry level workers Cooperate to place learners into internships, clinical placements, apprenticeships, work experience etc. Industry representatives on curriculum advisory boards Historically, polytechnics, industry, business & public sector have an extensive & close relationship e.g: Polytechnics provide entry level workers Cooperate to place learners into internships, clinical placements, apprenticeships, work experience etc. Industry representatives on curriculum advisory boards Industry guidance with curriculum design & applied qualifications Industry & business specialists as guest tutors/ examiners Industry guidance with curriculum design & applied qualifications Industry & business specialists as guest tutors/ examiners

6 6 “...too rigid, too expensive, unresponsive and not really equipped to develop and deliver programmes that are tailored to the client’s specific needs” Delivering into the workplace Delivering training and education into the workplace is a different story Polytechs seen by some as: Some workplace training/education developed & delivered by polys, but unsystematic & patchy

7 7 Polytechnic Constraints Polytechnics operate under many constraints such as: Differences in funding structures eg EFTS vs ITO funding Institution admin, management & financial systems geared to EFTS funding structures Not well set up for “one off” customised course development & delivery Recovery of high institution overheads drives up costs Little fat in poly sector to develop/deliver training outside normal classroom-based operation

8 8 Change in Learning Landscape Technology & globalisation driving change in all spheres Competitive edge now dependent on smarter, change-responsive workforce Skill shortage means development of existing staff now key to retention and recruitment Learning needs of those in workforce for career advancement, career change & upskilling Traditional poly demographic changing Working life no longer 9-5 day/5 day week norm Part-time night/block courses no longer suit many

9 9 Quote “In an era of lifelong learning universities [and polytechnics], in the industrialised world will be marginalised unless they are efficient and flexible enough to meet today’s myriad educational and training needs” Daniel, J.S. (1996), 'Implementing a technology strategy', ch. 8 in Mega- Universities and Knowledge Media: Technology Strategies for Higher Education, Kogan Page Ltd, London, pp “In an era of lifelong learning universities [and polytechnics], in the industrialised world will be marginalised unless they are efficient and flexible enough to meet today’s myriad educational and training needs” Daniel, J.S. (1996), 'Implementing a technology strategy', ch. 8 in Mega- Universities and Knowledge Media: Technology Strategies for Higher Education, Kogan Page Ltd, London, pp

10 10 Traditional method of off-job workshop, seminar type workplace training seen by some as not effective in skills/knowledge transfer to workplace Workplace Learning “... a loss of US$90 billion to business because of the failure for more than approximately ten per cent of training transfer to succeed.” Detterman, D. K. (1993) The case for the prosecution:Transfer as an epiphenomenon. In D. K. Detterman & R. J Sternberg (Eds), Transfer on trial: Intelligence, cognition and instruction. Norwood, NJ: Ablex. “... a loss of US$90 billion to business because of the failure for more than approximately ten per cent of training transfer to succeed.” Detterman, D. K. (1993) The case for the prosecution:Transfer as an epiphenomenon. In D. K. Detterman & R. J Sternberg (Eds), Transfer on trial: Intelligence, cognition and instruction. Norwood, NJ: Ablex. Cost of off-job training, including cost of training, loss of productivity, cost of travel etc. a barrier

11 11 Web Technology Enabled Learning eLearning technologies offer polytechnics an opportunity to effectively deliver highly applied, contextualised and personalised workplace learning Web-delivered, technology enabled learning offers workplaces the opportunity of increased skills, expertise & knowledge transfer through: learner centred education/training convenient learner access extended learning time frame ongoing peer/tutor interaction & communication workplace contexualised & applied learning

12 12 Case Study Comparison between original pilot project funded by Skill New Zealand: The National Certificate in First Line Management – level 4 (online) Delivered to Meat Inspector Supervisors in 80 meatworks throughout NZ And eCDF project The National Certificate in First Line Management – level 4 (online) Delivered to Public Sector employees throughout NZ Corrections, Local Government, DIA, Police, NZQA & Fire & Rescue

13 13 TANZ Tertiary Accord of New Zealand Two NI & two SI Polytechnics / Institutes of Technology Manakau Institute of Technology (MIT) Universal College of Learning (UCOL) Christchurch Polytechnic Institute of Technology (CPIT Otago Polytechnic (TekOtago) Tertiary Accord of New Zealand Two NI & two SI Polytechnics / Institutes of Technology Manakau Institute of Technology (MIT) Universal College of Learning (UCOL) Christchurch Polytechnic Institute of Technology (CPIT Otago Polytechnic (TekOtago)

14 14 Project Background 2001 ASURE NZ & PSTO approach TANZ to develop & deliver NCFLM level 4 Wanted an online solution to dovetail with their intranet document management system Widely distributed workforce - cost of off job training too muchdistributed Wanted an identifiable career path opportunity for meat inspector supervisors Faced with ageing supervisor group (average age 45+) – qualifications not recognised outside industry Needed to encourage greater level of “churn” in ASURE workforce

15 15 Development of Pilot TANZ project, but lead by CPIT Project designed & delivered in very short timeframe – March to June 2002 Involved Front End Analysis (FEA) with stakeholders & reference learner group Usability tested with reference learner group Developed using Blackboard as LMS Initially used a traditional distance learning approach to course structure TANZ project, but lead by CPIT Project designed & delivered in very short timeframe – March to June 2002 Involved Front End Analysis (FEA) with stakeholders & reference learner group Usability tested with reference learner group Developed using Blackboard as LMS Initially used a traditional distance learning approach to course structure

16 16 Team approach to design & development (all part-time ) Project manager eLearning designer/Web Developer (prior to Sweden) Content writer Web developer/ LMS Administrator Team approach to design & development (all part-time ) Project manager eLearning designer/Web Developer (prior to Sweden) Content writer Web developer/ LMS Administrator Team Approach Project Team visits PPCS Belfast Meatworks

17 17 Design & Development of Pilot Rapid prototyping approach to design & development: learners, subject experts, designers, developers & course facilitators interact in continuous review/revision cycle used learner feedback and evaluation to improve redesigned & updated while delivering early units deliberately designed to enable easy re-contextualisation to different industry Rapid prototyping approach to design & development: learners, subject experts, designers, developers & course facilitators interact in continuous review/revision cycle used learner feedback and evaluation to improve redesigned & updated while delivering early units deliberately designed to enable easy re-contextualisation to different industry

18 18 Pilot Course Architecture Toolkit Workbook Activity Templates Article Case study Self-test quiz Workplace Module #1 Pages 1-11 [learning unit screens] Module 2 Pages 1-9 [learning unit screens) Module #3 Pages 1-10 [learning unit screens) Module #4 Pages 1-7 [learning unit screens) Assessment activities Module #2 Assessment activities Module #4 Assessment activities Module #1 Discussion & sharing space Assessment activities Module #3 Course Intro [Topic overview, learning outcomes, course schedule, assessment schedule]

19 19 Experience so far Programme went live in June 2002 First cohort of 32 just completed full programme Second cohort of 55 ¾ through 3 rd cohort to start in 4 weeks time To date 87 have engaged in the programme 11 have dropped out of which 6 have re-enrolled Feedback from learners & organisation shows significant value add Programme went live in June 2002 First cohort of 32 just completed full programme Second cohort of 55 ¾ through 3 rd cohort to start in 4 weeks time To date 87 have engaged in the programme 11 have dropped out of which 6 have re-enrolled Feedback from learners & organisation shows significant value add

20 20 Learner Feedback “I also got quite frustrated when I got busy at work and couldn't work on it as much as I liked but this is not a reflection on the course, I have compared it at times to a good novel, once you pick it up it is hard to put it down.” “I have enjoyed doing this course so much and have got so much out of it that I am considering continuing on with some other form of training/self improvement when I am finished.” “I have learnt some new ways to tackle issues, understand that I have already been doing a lot of things the corect way and learnt new ways to approach issues. Also there are a number of new skills I have developed because of this course.”

21 21 Client Feedback This is an applied, realistic programme that our staff can use immediately to improve their impact on achieving our business objectives, and the seamless service provided by TANZ has enabled us to continue to concentrate on what it is we do best." Simon Norton Organisational Development Manager, Asure New Zealand

22 22 Things learned First time eLearners face multiple steep learning curves at start 1. Negotiating the technology – skills & confidence 2. Negotiating the LMS platform – web navigation skills 3. Negotiating the content – no formal learning for most for many years 4. Negotiating the “loneliness of the long distance eLearner” Can result in acute anxiety & learner walking away Perseverance pays off – confidence grows & learner’s skills, motivation, involvement, participation & progress rises dramatically Perseverance pays off Once learner is engaged can be life transforming

23 23 Things learned (cont.) Adult learners are goal focused – want to know what it is they actually have to do upfront Already have experience want to access content as they need it – not necessarily how the course designer says Online conversation designed for minimal use but rapidly grew in importance - seen as important to share knowledge & experience Involvement & support of line managers crucial Workbooks too cumbersome Learning & assessment activities located & applied in the workplace provide authentic, meaningful & context specific results

24 /05 eCDF Project TANZ & PSTO submitted proposal to TEC’s eCDF in September 2003 Contract awarded in December 2003 Project began in March of 2004 First funding received in June 2004 Programme went live in August 2004 TANZ & PSTO submitted proposal to TEC’s eCDF in September 2003 Contract awarded in December 2003 Project began in March of 2004 First funding received in June 2004 Programme went live in August 2004

25 25 eCDF Project Proposal Contextualise National Certificate in First Line Management - Online (NCFLM - O) for Public Sector Develop an additional range of high usage Unit Standards for FLM & Health & Safety for use in other offerings of NCFLM-O or other qualifications Deliver online into a range of Public Sector Organisations Test a range of learner support and degrees of “blendedness” options Research and evaluate the development and delivery process and outcomes Develop a range of technical, content & repository standards & specifications

26 26 Project Objectives Five objectives: 1.Provide a range of Unit Standards in an online format that will expand employees access to industry training & increase capacity and capability 2.Develop delivery models to increase effectiveness of workplace education & training 3.Course design to ensure transferability & reusability of learning materials & delivery models 4.Develop repository guidelines, specifications & criteria to ensure transferability, reusability & currency 5.Provide learnings and information back to key stakeholders & sectors

27 27 Team Approach Same project team work on programme Full time Project Manager Dedicated eLearning Designer (living in Sweden) Contract Writer Half-time web developer/LMS Admin Contract Facilitators (one in Brisbane) Same project team work on programme Full time Project Manager Dedicated eLearning Designer (living in Sweden) Contract Writer Half-time web developer/LMS Admin Contract Facilitators (one in Brisbane)

28 28 Applying New Learnings So changed the course structure “What you have to do” up front So changed content navigation to provide printable but easily navigated pages So introduced an online orientation module & F2F technical workshop So changed to worksheets at end of each section So made discussion central to learning activities So changed the course structure “What you have to do” up front So changed content navigation to provide printable but easily navigated pages So introduced an online orientation module & F2F technical workshop So changed to worksheets at end of each section So made discussion central to learning activities 1.Adult learners already have experience - want to access content as they need it – even non-sequentially 2.Learners want to print off content & struggle with navigation 3.First time eLearners need more support at start 4.End of module workbooks too cumbersome – take too long for feedback 5.Online discussion is important 1.Adult learners already have experience - want to access content as they need it – even non-sequentially 2.Learners want to print off content & struggle with navigation 3.First time eLearners need more support at start 4.End of module workbooks too cumbersome – take too long for feedback 5.Online discussion is important

29 29 Redesigned Course Structure Discussion & sharing space What you need to do: Assessment Activities Module #1 Module #2 Module #3 Module #4 Resources Work Sheets Activity Templates Article Case study Self-test quiz Course Intro [Topic overview, learning outcomes, course schedule, assessment schedule] Module #1 Hyperlinked & printable Module #2 Hyperlinked & printable Module #3 Hyperlinked & printable Module #4 Hyperlinked & printable Workplace

30 30 Changes Made Addition of interactive dramatised scenarios Low Threshold Applications (LTAs) used to overcome workplace technology issues i.e. HTML, photos & audio Scenarios based around team in core public service Used to illustrate issues of: Workplace Relationships Workplace Managing Conflict Team Building Problem Solving Addition of interactive dramatised scenarios Low Threshold Applications (LTAs) used to overcome workplace technology issues i.e. HTML, photos & audio Scenarios based around team in core public service Used to illustrate issues of: Workplace Relationships Workplace Managing Conflict Team Building Problem Solving

31 31 Experience so far Frequent f2f workshops planned to support online delivery - apart from first few, attendance very low, not needed by most Public sector varies greatly in culture, context & technical infrastructure: eg DIA has 8+ business units – all with different cultures & ITC Silo nature of & anxiety in Public Sector - barrier to online Discussion Frequent f2f workshops planned to support online delivery - apart from first few, attendance very low, not needed by most Public sector varies greatly in culture, context & technical infrastructure: eg DIA has 8+ business units – all with different cultures & ITC Silo nature of & anxiety in Public Sector - barrier to online Discussion

32 32 Attrition 90 started 40 still going 3 categories for withdrawals: enrolled, but not started started, but stalled early got started, fell behind then quit Reasons given: “volunteered” by manager thought it would be variation on workplace assessment own workload too much overwhelmed by technology at the start lack of support from manager/ organisation 90 started 40 still going 3 categories for withdrawals: enrolled, but not started started, but stalled early got started, fell behind then quit Reasons given: “volunteered” by manager thought it would be variation on workplace assessment own workload too much overwhelmed by technology at the start lack of support from manager/ organisation

33 33 Conclusions eLearning into the workplace does work providing learners get right support at start Organisation and line manager support is critical eLearning suits younger workers – digital refugees struggle at start, but get it if supported eLearning in the workplace now feasible Technology, skill shortages & trad training costs are primary drivers Polytechnics need to rapidly develop skills, capability & new financial/admin models to provide tailored training/education for workplace contexts

34 34 Questions??? TANZ Website

35 35 Alliance Laneville (3) Alliance Makerewa Blue Sky PPCS Kennington PPCS Burnside PPCS Finegard Alliance Mataura (2) PPCS Waitane PPCS Mossburn Alliance Smithfield PPCS Pareora (2) Alliance Pukeuri PPCS Belfast Alliance Sockburn Alliance Nelson Taylor Preston Riverlands Eltham Affco Imlay Richmond Hawera Te Kuiti Meats Richmond Dargaville Affco Moerewa Affco Rangiuru Affco Wairoa Richmond Te Aroha Progressive Hastings Richmond Takapau Alliance Dannevirke Richmond Oringi Affco Horotiu Clover Meats Meatworks serviced by ASURE NZ

36 36 First-Time eLearner’s Journey Progress through Programme High Confidence High Comfort Low Anxiety High Motivation Low Confidence Low Comfort High Anxiety Low Motivation Low Skill Level Unconsciously - Unskilled Don’t know what they don’t know Higher Skill Level Consciously - Skilled Knows how to find out about what’s not known Becoming an eLearner Negotiating content Negotiating LMS Negotiating technology Increase in eLearning capability


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