1. Getting more from e-learning UNITAR, 6 th April 2011 Bryan Hopkins Senior Learning Solutions Officer UNHCR Global Learning Centre Budapest

2. Who am I? In education and training since 1977 First ‘e-learning’ course in 1987 Worked with ILO, WHO, DPKO, OCHA Three books on training published

3. Why do we train people?

4. What are we going to cover? What makes good performance Models for training delivery Implications for e-learning design

5. What contributes to performance? information equipment desire Performance + + Giving information: feedback on how good desired level of performance guidance on how to do it Understanding of information Suitability of physical environment Physical ability to do Incentives offered Motivation to achieve The bigger picture Gilbert’s Behaviour Engineering Model Provide information Check understanding Provide practice What training can do

6. What makes good training? Training should: have clear value be task-, not knowledge-oriented be flexible to meet needs and abilities be under learner’s control From Malcolm Knowles

7. From PowerPoint to e-learning Information delivery (lecture model): information equipment Performance Provide information Check understanding Provide practice Relies on assumptions about learner motivation to bridge gap One size fits all Usually knowledge- oriented ? ?

8. Tell and test Response strengthening: Behaviourism Stimulus-response Conditions of learning (Gagné) 1. Gain attention 2. Inform learner of objectives 3. Stimulate recall of prior learning 4. Present stimulus material 5. Provide learner guidance 6. Elicit performance 7. Provide feedback 8. Assess performance 9. Enhance retention transfer

9. Explore and learn Knowledge construction: Constructivism Informal learning Knowledge sources Context + Learning Scaffolding On-the-job Research Experimentation Meetings Asking questions

10. Typical problems with e-learning Excessive reading Inflexible routing Assumptions about memory Focus on ‘sexiness’ Lack of focus on application of knowledge

11. Whereas, it should … Use its strengths constructively Offer task-focused problems and interactions Adapt to learners Link to other media where they are better Simulations Games Story-telling Intranet/Internet searching Branching Pedagogical agents PDF documents Learning assessments And so on …

12. Lessons for design Be clear about why learners need it Simulate performance Use other media where appropriate

13. Questions?