Having presented three online learning approaches, here are three aspects to consider together: What is the cost of developing an online course based on each approach? What is the cost of delivering the course, per learner or per hour? What is the learning efficacy (outcome) that can be expected? Development costs for modules are comparatively expensive, as they are media-intensive and require complex production and technical skills. Often this leads to under-spending on the instructional design. The main attraction of this approach is its low delivery cost. It scales really well. Once you have a self-guided module online, the delivery cost is marginal. All of a sudden, you can abandon the elaborate schemes in place mostly to restrict access to limited numbers of seats. Unfortunately, the death knell for this approach is its limited efficacy. It doesn’t work very well and, probably, only marginally better than giving a motivated learner the …
Online learning 101: Approaches
There are myriad approaches to online learning. I’ve selected three. One of them should no longer be recommended. This is the production of information modules that test information recall. In some cases, aware of the limited outcomes using this approach, attempts have been made to encourage reflection or analysis, but then the limitation of the approach leaves the learner with limited or no formative feedback and reductive forms of assessment. We need to stop producing these “click-click” modules, as they are teaching all of the wrong things, even if the subject matter content is spot on. They are purely transmissive, leaving the learner to passively consume information. They substitute multimedia bells and whistle for substance. Their only real usefulness, in the past, was to introduce people in the sector to “e-learning” as a digital version of transmissive trainings in which the slide deck is the pedagogy. The other two approaches, fortunately, …
Online learning 101: learning objectives and mind map
My LSi.io presentation on the foundational knowledge about online learning in the humanitarian context could provide fodder for… an online course. And here are some of the learning objectives that would be included in such a course, together with a mind map showing some of the items addressed by the presentation. Summarize the challenges of adapting to constant technological change in learning design List humanitarian learning problems that can be addressed by online and distance learning Distinguish between three evidence-based learning approaches relevant to the humanitarian context Explain the main criteria used to distinguish these approaches Distinguish development costs from delivery costs Compare cost vs. efficacy for three learning approaches Explain the relevance of blended learning for humanitarian learning Distinguish between self-guided and cohort-based learning Scope the complexity of an online learning project Identify possible sources of funding for online humanitarian education Identify factors to consider when developing a learning system Evaluate when scaling up …
Online learning 101: Criteria to distinguish approaches
The table below summarizes criteria that you should consider to identify the appropriate approach for your online learning needs. At the top is the pedagogy and specific learning architecture. The key question is to ask: What does the learner get to do? Key decisions include the choice between self-guided learning (which scales up easily as it does not require synchronous interaction with other learners) and cohorts (which enable synchronous peer-to-peer relationships between learners). For a long time, a ferocious debate was waged between advocates of face-to-face learning who fetichized the value of IRL (“in the real world” interaction and advocates of online or distance learning. The evidence fairly definitively demonstrates that distance learning delivers slightly better learning outcomes, and that there is no learning efficacy benefit when you blend. However, your professional network is how you find your next job. It is also how you learn from others. Face-to-face contact is necessary for …
Online learning 101 for humanitarian managers and decision makers
I’ve just posted on LSi.io a comprehensive (65-minute) presentation intended for humanitarian managers and decision makers working in organizations without prior experience in online or distance learning. It includes numerous practical examples and case studies, as well as a description of the best available learning theory and best practice approaches most appropriate for the humanitarian learning context. Here are the 10 questions addressed: It’s not about technology. Really? What learning problems do you want to solve? What kind of online learning can prepare humanitarians? What do you need to know about costs, time, and complexity? Where’s the money? Do you need scale? Can you do more than transmit information with e-learning? If experience is the best teacher, how can e-learning help? Does e-learning work at all? How does all this fit together? This slide set was originally presented to the Assessment Capacities Project (ACAPS) on 22 September 2014. It is available for LSi.io members …
Thick knowledge
Toby Mundy on books as thick knowledge: “[…] Books have a unique place in our civilisation […] because they are the only medium for thick descriptions of the world that human beings possess. By ‘thick’ description, I mean an extended, detailed, evidence-based, written interpretation of a subject. If you want to write a feature or blog or wikipedia entry, be it about the origins of the first world war; the authoritarian turn in Russia; or the causes and effects of the 2008 financial crisis, in the end you will have to refer to a book. Or at least refer to other people who have referred to books. Even the best magazine pieces and TV documentaries — and the best of these are very good indeed — are only puddle-deep compared with the thick descriptions laid out in books. They are ‘thin’ descriptions and the creators and authors of them will have referred extensively to …
Unified Knowledge Universe
“Knowledge is the economy. What used to be the means has today become the end. Knowledge is a river, not a reservoir. A process, not a product. It’s the pipes that matter, because learning is in the network.” – George Siemens in Knowing Knowledge (2006) Harnessing the proliferation of knowledge systems and the rapid pace of technological change is a key problem for 21st century organizations. When knowledge is more of a deluge than a trickle, old command-control methods of creating, controlling, and distributing knowledge encased in a container view do little to crack how we can tame this flood. How do you scaffold continual improvement in learning and knowledge production to maximize depth, dissemination and impact? A new approach is needed to apply multiple lenses to a specific organizational context. What the organization wants to enable, improve and accelerate: Give decision makers instant, ubiquitous and predictive access to all the knowledge in …
Elements of a learning dashboard
“What is clear is that a learning rich culture will emphasize informal learning and more open learning designs rather than relying only on formal training approaches. The learning infrastructure consists of all of the formal, informal, and incidental activities, systems, and policies that promote individual, team, and organizational learning and knowledge creation.” Source: Watkins, K., 2013. Building a Learning Dashboard. The HR Review 16–21.
Practicum
Individually, team members continually learn in their respective area of work, by both formal and informal means. Most learning today happens by accretion, as a continual, networked (‘know-where’), and embedded process. However, occasions to share and reflect on best practice are rare, and may be felt to be interruptions or distractions from the ‘real work’ in one’s silo. Furthermore, online learning events (“webinars”) tend to be long (one hour is typical), require professionals to take “time out” from their work in order to learn, and do not provide the necessary linkage between knowledge acquired and its application to work (the “applicability problem”). To further continual learning, the practicum offers a 15-minute online presentation from a global thought leader on a topic directly relevant to the business. Participants are invited to watch the presentation together, and to stay together for face-to-face discussion (beyond 15 minutes) to determine practical ways in which the concepts and ideas may …
Mission performance
Thanks to Karen E. Watkins (University of Georgia) and Maya Drobnjak (Australian Army).