An Introduction to E-learningSmartGrowth Canada Network, 3.11.05

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Overview

1. Terminology

2. Options and examples

3. Planning and stages

4. Resources

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Learning Drives Mission

Educated staffers, volunteers, and board members are more productive contributors.

An educated donor gives more and more consistently.

An educated advocate is a better advocate.

A learning organization is a more effective organization.

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E-learning Adoption

“The move toward blended solutions, cross marketing, and integrated technologies is blurring the previous distinctions between the sectors. It is now plausible to speak of the greater ‘learning market,’ which in the U.S. is now worth over $900 billion.”

Corporations: $10.6 billion

Association: $3.4 billion

Government: $2.7 billion

NGOs: $1 billion

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Some Definitions: Types of Learning

Distance learningLearning that’s not classroom-based

E-learningLearning that’s Internet-based; online learning

Blended learningLearning that combines different types of technology-enabled experiences or combines technology-enabled products with face-to-face, classroom-based experiences

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Some Definitions: Types of E-learning Synchronous

E-learning provided in real-time, typcially via Web conferencing, a Webcast, or chat

AsynchronousEnables participants to engage when they choose

Self-PacedLearner works independently, generally with complete control over when learning content is accessed and pace of learning

FacilitatedLearning experience guided by at least one individual—for instance, an instructor or subject matter expert—and usually according to a prescribed schedule

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Options and Examples Virtual seminar

– Real-time (synchronous), instructor-led online learning event – Application- and document-sharing, whiteboard, polling, video– Internet telephony (VoIP) or conference call

Self-paced e-learning– On-demand, anytime access (asynchronous)– Can come back to review a lesson or concept as needed

Facilitated, asynchronous e-learning– No need for participants to be online at the same time, although

may have timeframe for completion– Projects, message boards, readings, tutorials– Primary format used by colleges and universities

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Virtual Seminar Time-sensitive

briefings, presentations, and software application training

Interaction and motivation

Invest time to learn how to use these tools

Isoph, WebEx, Centra, Live Meeting, etc.

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Synchronous format

Instructor-led

VoIP or companion conference call

PowerPoint slides, whiteboard, application-sharing, Web surfing, text chat, polling

Record for playback

Virtual Seminar: Characteristics and Features

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Broadening Impact: Drucker Foundation Two live online

sessions– Facilitated– Interactive

Discussion boards– Before and after

Resources– Upload and

download– Link exchange

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Self-paced E-learning

On-demand format: anytime, anywhere, own pace

Flexible and scalable

Can be costly for custom development; low marginal costs to deliver

Can buy off-the-shelf

Motivation and encouragement for learners crucial

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Educating the Public: NWF

http://wildlifeuniversity.nwf.org

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Facilitated, Asynchronous E-learning

Time-limited format for moving through materials and participating

Numerous software packages or ASPs available (Isoph, Blackboard, WebCT, etc.)

Limited number of participants per event for quality offering

Significant commitment of instructor time

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Example Facilitated Course Interface

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Comparison of Delivery OptionsDelivery Method Scalable Tracking Reporting Initial

CostMarginal

Cost

Online, synchronous, instructor-led

M M M M M

Online, asynchronous, self-paced

H H H H L

Online, asynchronous, instructor-facilitated

M H H M M

In-person, classroom-based

L M M M H

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Diagnose andPlan

E-learning Success Model

Analyzeand

Design

Develop

Learning Content

Implement Measure

and Evaluate

Adjust

Custo

miz

e an

d

Deplo

y Sof

twar

e

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Diagnose and Plan

Business goalsWhat will e-learning provide that we don’t have? How will it change what we do? How does it fit with overall organizational goals and mission?

Readiness, or needs, assessmentMoney? People? Time? How does this e-learning improve knowledge or skills? Time critical? Ongoing need or short term?

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Analyze and Design

Content analysisWhat range of topics do we teach? How do they fit together? Which are most important online? Which are most time-sensitive?

Audience analysisWho are we serving? If multiple groups, who is most important? Why? Who is most likely to adopt?

InfrastructureTechnology? Staffing?

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Needs Assessment

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Develop Learning Content

Specific content analysisLearning objectives, course length, assessment plan, style, tone, voice

Specific audience analysisWho, where, education level, experience with technology or online learning, access to technology

Presentation of specific contentApproach, interactivity, who’s responsible for development and delivery

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Customize and Deploy Software

IntegrationCommunication with existing systems

CustomizationOptional or required, may require internal effort or work with a vendor or both

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Implement

MarketingPre- and post-launch

LaunchStaged roll-out or big splash

SupportSupport for those who adopt

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Measure and Evaluate

DataWhat you can and do collect

AnalysisAttention to the important data, correlation

EvaluationBased on analysis, recommendations

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Adjust Revisit assumptions.

Modify processes.

Rinse and repeat.

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Isoph’s Experience and Expertise

Focus on nonprofit and membership organizations

Professional services

Isoph Blue software

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Changing the World

“Learning is the next major challenge. We need learning more than we need more social entrepreneurship now.”

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Resources American Society for Training and Development: www.astd.org

Learning Circuits: www.learningcircuits.org

eLearning Guild: www.elearningguild.com

brandon-hall.com: www.brandon-hall.com

MASIE Center: www.masie.com

Isoph Institute: www.isophinstitute.com

Isoph Tour Site: blue.isoph.com/tour

Jeff Cobb

[e] jeff.cobb@isoph.com [t] 1.919.969.9260, ext. 201www.isoph.com