Chapter 7: Using Web Training for E- Learning

BEFORE READING PLEASE DOWNLOAD THE APP SOCRATIVE STUDENT APP In chapter 7 we read about web training also called E-learning and how it is a popular training method. Let’s start by defining E-learning. The E refers to computerized and online training material. The learning refers to cognitive, affective, and behavioral learning. It is needed for three reasons: 1) it minimizes costs for organizations- they do not have to pay for materials or overhead for the classes 2) minimizes employee downtime – employees can complete these courses when they have downtime between job task, 3) appeals to contemporary learners – millennial and generation Y age group employees enjoy this approach. E learning is also considered ubiquitous learning because it is “anywhere and anytime learning” Rapid learning is a type of E-learning. It uses software tools that make it possible for subject matter experts to create and publish interactive e-learning quickly. A SME is a person who has considerable knowledge about the training topic through formal education or professional experience. An SME is used instead of an instructional designer; instructional designers are people who develop training objectives, curricula, methods, and assessment instruments). The elimination of the instructional designer saves time and allows the SMEs to have direct access to the trainees. Rapid E- learning is also preferred since the content is updated as things change. It is also better for training cognitive outcomes instead of behavioral. It is important to select the appropriate delivery option for each training. Technology can affect two training dynamics: synchronous communication which is in real time and allows trainer and trainees to have discussion; or asynchronous communication which does not allow real time discussion since the people are in different places and communicate at different times. The amount of control trainer and trainee have over training content is trainer-trainee directedness. Trainer-directed courses the trainer presents and paces the training content. The opposite is trainee-directed where the trainee controls pacing and covering material. When deciding the best delivery mode you must consider the following question how ambiguous or complex is the training task. Ambiguity means there are conflicting interpretations of the idea, like soft skills for example communication skills, conflict management, etc. There is a lot of gray area and different people will handle those situations differently. Unlike hard skills that are less ambiguous because there is a right and wrong way to complete those tasks for example operating a computer program, driving a manual car, etc. The next factor in deciding the delivery mode is the richness of the mode. The technology’s ability to simulate fact to face communication is media richness. Robert Lengel and Richard Daft management and marketing researchers state the channel of media effects how messages are received. They define two types of training media: lean training media does not allow immediate feedback channels for questions to be asked and clarified; rich training media offer instant feedback, allowing real time communication. The four delivery modes listed below. 1)Face to face is synchronous and trainer directed. It is great for training with high ambiguity since it has media richness and there are multiple channels that can be used like simulations and discussion. 2) Web/video conference delivery like webinars or virtual meetings requires internet access and phone conferencing or voice communication on computer. It is synchronous and trainer directed. There are times where the trainees can interact with polls or questions. This is ideal for moderately high ambiguity skills and is less media rich since trainer cannot see trainees. 3) Web-based delivery is trainer and trainee directed since it is not in real time. This requires a learning management system also known as course management system or virtual learning environment like Blackboard. This incorporates synchronous and asynchronous communication. This method is ideal for tasks moderately low in ambiguity and for hard skills since synchronous communication is not always available. 4) Distance education delivery uses training modules that are entirely or partially online. This is asynchronous communication since there is no real time discussion. It is good for trainees who have busy schedules because they decide when to go online. There are plenty of technology training tools like: Web 2.0, Social Networking, Wikis, Online Forums, RSS Feeds, Social Bookmarking, Skype, Podcasts, YouTube, Twitter, Screencasts, and Screenshots. Web 2.0 is the second generation of internet. Web 1.0 was read focused companies and such posted information to be read by public. Web 2.0 is a read-write web. Rapid E-learning software have the following general features: PowerPoint converters to turn slides into training programs, templates to provide flexibility and consistent look, multimedia features to find graphics, videos, audio, etc., browser compatibility to different browsers internet explorer or Google chrome, smartphone capability to use on the go, multiple languages, drill down features options to learn more, interactive activities to engage trainees to learn from practice, assessments, surveys, glossary pages. Predesigned templates give you a model that has already been created that allows consistency across web pages. You will just need to insert your information. On the shelf training programs are already created. This allows trainers to focus on other areas. Though keep in mind it might not contain everything that is needed for your training. There are effective practices for web training design. 1) Keep it simple user face is more effective like Google. 2) Use three clicks trainees should find what is needed in three clicks, navigation tools should be easy to use. 3) Avoid dead ends there should not be any links that do not allow trainees to get back to main page, site should have continue, return, and escape buttons. 4) Make it sticky- make it so interesting trainees cannot get distracted by making it simple, unexpected, concrete, credible, etc. 5) Ensure rapid download make sure the site loads easily. 6) Brand it the training should reflect organization use their motto, logo, or such. 7) Chunk it in courses or chapters one minute per page. 8) Use levels to organize: level 1 previews training program, level 2 preview chapters, level 3 reviews course content within chapters, level 4 drills deeper into course content. The rules for designing a curriculum still apply! You must tell, show, invite, encourage, and correct the trainees. The rules are the same but the implementation is different. For example for telling you can use a podcast, showing a YouTube video, inviting a simulation, encouraging by encouraging trainees to encourage each other, correcting give immediate feedback. By: Quianna Martinez