Successful eLearning@work

A guide for the New Zealand workplace

St ep h an i e C h il c ot t 2 0 04
This work has been produced with assistance of the New Technology Fund, administered by the Tertiary Education Commission, and sponsored by the Seafood Industry Training Organisation in 2001 2003 as part of an eLearning project. The expressed views and opinions are those of the author and not necessarily those of the TEC or SITO. Free use of the material is allowed as long as the authors interest is acknowledged and the use is not for profit.

Ta b l e o f C o n t e n t s
Introduction eLearning defined Issues to consider before introducing eLearning Acknowledgements Principles of workplace learning The way we learn classroom vs. on-job learning Workplace learning in New Zealand Comparing learning principles with the New Zealand workplace Conditions needed for effective workplace learning Competency based training Principles of electronic learning Essential differences between eLearning & traditional learning The change from teacher to learner centredness Technology puts the learner in the drivers seat Putting the cart before the horse Categories of learning Integrating eLearning into the workplace Key areas for successful eLearning Case study community in action Facilitators of workplace eLearning the eFacilitate training programme The Apprenticeship model of learning Conversational Framework model of learning Learning framework characteristics Guidelines to best practice eLearning Assessment of learning Implementation issues eLearning strategy Investment decisions Hardware and software choices Workplace examples Barriers to participation in workplace eLearning Production imperative
ICT worker competence Case study worker ICT competence

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Return on investment in training Glossary of eLearning terms Endnotes and References

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Introduction
The least of learning is done in classrooms - Thomas Merton Critical to 21st century business survival is a highly skilled workforce, capable of continuous learning and adapting to change. New technologies are one way to support workplace learning and change. Underpinning these technologies are Information and Communication Technologies (ICT). They are driving innovation and bringing about changes in production and business processes. New Zealand workplaces contemplating more flexible learning delivery will consider electronic learning(eLearning) at some point. However, many myths and misconceptions surround the subject. This guide aims to explain the issues and assist companies seeking to establish or improve workplace eLearning. It focuses on theory of applied learning in the workplace and where eLearning fits.

eLearning defined
eLearning is the result of using electronic technology for learning and learning delivery. Common drivers include the drive to be progressive, to achieve economies of scale and adopt the most effective and efficient learning methods.

Issues to consider before introducing eLearning

A workplace considering introducing eLearning needs to consider the following: What is eLearning? How do people learn in the workplace? How do people learn using electronic media? How can eLearning be integrated into workplace practice? What can we learn from international eLearning research? What are the issues around hardware and software choices? Return on Investment (ROI) how can I measure it? How do I know the eLearning programmes are successful?

Acknowledgements
International research on learning, eLearning, and workplace learning informs this work, together with New Zealand research, in particular recent action research (2003) on facilitating eLearning at work. The contribution of Networking sharing experience cooperation: thematic monitoring under the Leonardo da Vinci programme, a 2003 European Commission report on 149 eLearning projects funded by the Leonardo da Vinci programme, is warmly acknowledged.

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eLearning in the New Zealand workplace

In the context of the New Zealand workplace, eLearning is best expressed as any learning that requires a computer as the learning interface, and assists, for example, in: Gaining the understanding required to support in-house OSH CD-ROM training programmes Participating in an asynchronous web forum for eLearning facilitators, and using that as evidence towards a standards based qualification E-mailing MS Word-based assignments for the National Certificate in Adult Education and Training to The Open Polytechnic tutor Completing a distance delivery postgraduate qualification through Macquarie University, Australia. The programme includes asynchronous forum participation, a virtual classroom, case studies, and workplace based activities, all documented and supplied by e-mail.

This broad definition is inclusive. It allows specific eLearning tailored for individual workplaces, and accommodates the range of information technology (IT) issues in New Zealand (bandwidth, internet access, etc). Other definitions, by choice of language, exclude workplaces or specify complicated technology. Developing ICT for learning has become a growth industry. Since the first personal computers arrived in offices in the early 1980s ICT has become a normal part of daily life for many. Computer based training (CBT) programmes were believed to make learning easier and less expensive, even before the internet arrived. However, recent research shows CBT training is limited because it is impersonal and lacks a human interface.

Principles of workplace learning

Skill means becoming adept at doing something by the application of knowledge refined through experience - Plato
Some underlying principles of learning1 need to be addressed before discussing the principles of learning in the workplace. They are: 1. Learning is fundamentally social. While learning is about the process of acquiring knowledge and skill, it is also about a lot more. Successful learning is social in that it requires a learner and a teacher. 2. Knowledge is integrated in the life of communities. When we develop and share values, perspectives, and ways of doing things, we create a community of practice. The workplace becomes a community of practice through the

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sharing (formally during work time, or informally in the tea room during breaks) of knowledge and experience. 3. Learning is an act of participation. The motivation to learn is the desire to participate in a community of practice, to become and remain a member. This key dynamic helps explain the power of the apprenticeship model and its accompanying tools of mentoring and peer coaching. 4. Understanding depends on engagement in practice. Understanding is used here in the sense of the ability to answer the question why. We acquire understanding from observation of, and participation in, many different situations and activities. The depth of this understanding depends, in turn, on the depth of our engagement. Understanding is different from knowledge, which is how to make a system work efficiently for an intended outcome2. 5. Engagement is inseparable from empowerment. We perceive our identities in terms of our ability to contribute and to affect the life of communities in which we are or want to be a part. 6. Failure to learn is often the result of exclusion from participation. Learning requires access and the opportunity to contribute. 7. We are all natural lifelong learners. Learning is a natural part of being human. We all learn what enables us to participate in the communities of practice of which we wish to be a part.

The way we learn - classroom vs. on-job learning

The way we learn in classrooms is quite different from the way we learn on the job. Much classroom learning is face to face with a subject specialist, but with little practical hands-on application of what is learnt. Delivery can be described as teaching as telling. Classroom learning is best described as a process of acquiring information, not a process of acquiring information and processing experience3. The responsibility for learning belongs to the teacher. The term pedagogy, sometimes defined as teacher-centered learning, applies. When classroom learning is part of workplace learning it is critical that little time elapses between the two, to embed the knowledge by putting it into practice. Examples of this are Polytechnic fulltime courses which include workplace experience, or block course off job training.

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Workplace learning in New Zealand

The potential for eLearning in the workplace as tool to enhance current skills and knowledge is not yet widely acknowledged, however, and workplace learning in New Zealand can be described as: Takes place largely on job Mostly supervised by a more knowledgeable and competent person A place where the learner is expected to acquire skills quickly rather than slowly A scenario of gaining expertise by repeated experience and practice

Workplace learning is a process for acquiring information and processing experience in which the learner perceives, selects, and integrates new information and experience into their current knowledge base, thereby changing it. Workplace learning can be termed androgogy, meaning learner-centered learning. It places responsibility for learning on the learner. eLearning fits with this shift from pedagogy to androgogy, allowing a Production Manager to acquire just in time, just for me knowledge and skills via the Internet instead of a one week off-site course, for example. In a number of New Zealand industries, learning is based on the traditional apprenticeship model, where a learner shadows an expert, follows instructions, asks questions, and learns by modelling demonstrated examples. However, predominantly workplace learning is undertaken pre-entry or during induction. For example, SMEs requiring only qualified tradesmen for vacant positions, OSH induction for process/production manufacturing, large organisations white collar workforces (tertiary graduates). Workplace learning can be formal, i.e. documented and scheduled with an allocated trainer, or informal, i.e. not documented in the employees personnel file or scheduled with a trainer but information or knowledge shared between colleagues during work hours or tea breaks. For many companies, formal learning programmes are measured against national competency standards for all employees. These companies conduct training needs analyses then use the findings to fill skill and knowledge gaps in order to get the best from their human resources. There are a number of reasons for this training undertaken to retain or obtain export trade relationships (paddock to plate audit trails required for EC and USA food products trade), to comply with OSH requirements for staff and plant, or to upskill staff in new technologies within the workplace. The best of formal learning programmes are based on nationally recognised competency standards, assessed on-job using naturally occurring evidence by a registered workplace assessor. They are the best practice model for workplace learning, whether eLearning or not.

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Comparing learning principles with the New Zealand workplace

Analysing learning principles (outlined above) against New Zealand workplace practice shows that: Workplace learning requires at least two people: the supervisor and the learner and usually involves the work unit team as a whole. It is sometimes a buddy system - the new employee works alongside an older one to learn the ropes, etc. (Learning is fundamentally social) In workplaces with regular training, there are communities of practice. Companies that develop a learning culture develop communities of practice by default. (Knowledge is integrated into the life of communities) The old saying goes you can take a horse to water but you cant make it drink. If the learner does not see a good reason to be taught, nothing will be learnt. The corollary is that the learner has to want to learn and be responsible, for it to happen. One reason the apprentice model is effective is it gets apprentice/learner buy-in at the point of contract. Many employers report that they chose this apprentice because this one wanted to learn4. (Learning is an act of participation) To acquire understanding one must acquire knowledge Workplaces rarely expect a learner to simply know how something works. They usually demand that knowledge is applied in a variety of contexts in differing circumstances. They recognise that understanding follows from application of knowledge to practice. (Understanding depends on engagement in practice) The workplace learner will not be spoon-fed, they must take responsibility for their learning or it wont happen. (Another reading of taking a horse to water in that the horse chooses to drink or not.) In the workplace, taking responsibility means collecting evidence prior to assessment - not expecting someone else to do it, completing regular workplace diary entries-, asking the right questions and listening to the answers, and so forth. (Engagement is inseparable from empowerment) Employers cannot expect employees to learn if we dont offer active learning opportunities. Learning wont happen by osmosis but by identifying the learning outcomes, how to get there, and timeframes for and measurements of achievement. It means allowing the learner to work at their own pace. Employees may not learn because barriers are placed in their way, for example no support for those with low literacy skills. (Failure to learn is often the result of exclusion from participation) The age of the employee is no barrier to learning. (We are all lifelong learners; we learn something new every day).

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Conditions needed for effective workplace learning

For effective workplace learning, good trainers know that certain conditions must be present: The learning must be relevant to the learner within the context of their job. Learning opportunities must be made for the learner. Clear goals or performance standards must be established from the start. Established goals or performance standards must be set with reasonable timeframes. Instructions must be clear and unambiguous, and, in the early stages include closed loop communication (the instructor requires the trainee to report back when instruction/s are completed, eg sweep the floor and when you finish come back and tell me.). Regular feedback is given on learning progress. Feedback is direct, non-personal, constructive, and recommends corrective actions. It explains errors or mistakes and offers guidance to correct performance or knowledge. Supervision is instructive, non-threatening, and allows trainee error from time to time. Best practice learner supervision offering the learner opportunities for selfreflection with questions such as Why do you think that didnt work? or Any ideas on how you could have done that better?

Competency based training

If we take what we have learnt above about workplace learning principles, characteristics and conditions, we arrive at a model based on a relationship similar to master and apprentice. Also, these principles and conditions fit with competency-based training. When the principles of the apprentice model are matched to competency standardsbased training it becomes a best-practice workplace learning model one which will consistently produce competent employees.

Principles of electronic learning

There is not a flower or bird insight, only a small screen on which lines are moving, while the child sits almost motionless, pushing at the keyboard with one finger. As a learning environment, it may be mentally rich but it is perceptually extremely impoverished. No smells or tastes, no wind or bird song (unless the computer is programmed to produce electronic tweets), no connection with soil, water, sunlight, warmth: the actual learning environment is almost autistic in quality, impoverished sensually, emotionally and socially. - John Davy

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Essential differences between eLearning and traditional learning

International research tells us that electronic learning is quite different from learning in non-electronic environments. eLearning moves the experience from the classroom into the learners world, providing anytime, anywhere access to learning materials and interaction with experts and fellow learners. This brings new paradigms. To deliver eLearning successfully means understanding these shifts and accommodating them in workplace eLearning programmes.

The change from teacher to learner centredness

The critical paradigm shift from teacher to learner centeredness means the focus on learning moves from what the teacher knows to what the learner needs to know. Control over the process becomes the learners. They decide what to learn, when to learn it, and when they need to learn by. Secondary to this significant shift is a corresponding approach to technology, methodology and didactics. Too many eLearning programmes are based on pre-book technology i.e. the learner scrolls, in the manner of a pre-Christian Roman, web pages of book-like text. There are still interactive eLearning programmes which are no more than a click-box multiple-choice test of the learners ability to read and retain information over short periods.

Technology puts the learner in the drivers seat

These are examples of technology driving the learning. However, the technology paradigm shift reverses this and makes the learning process the driver of the technology. When learner needs drive the technology choice, the methodology is tied to the technology. The didactics of eLearning differ from traditional teaching in that teachers cannot rely on their usual approaches to be effective, They must develop new ways of working. eLearning moves the learning experience from the traditional classroom environment into the learners world and provides learning without geography or time zone barriers, while the internet provides access to learning materials and interaction with experts and other learners. eLearning requires new rather than traditional learning processes. The pedagogical design of new learning must support successful learning outcomes. Recent European thinking identifies eLearning success as depending largely on the attitude of the learner to the learning situation. The value of technology-supported learning scenarios relies on the relationships between the learner and the learning facilitator rather than on the technical expertise underpinning the applications. Page 9 of 27

One potential for eLearning in the workplace is as a tool to extend existing skills and knowledge. With the demand for more skills and knowledge from the workforce, eLearning offers just in time, just for me learning in ways that traditional learning off site courses, workshops, seminars, etc cant.

Putting the cart before the horse

The usual approach to eLearning is to develop a technical solution choose the right software, prepare the content, and get on with it. What international research shows us is that this approach, i.e. putting the cart before the horse, is wrong. If the learner is not the primary focus of the learning process, the programme is doomed to failure. It no longer works to have learning outcomes as the sole focus - the learner and their needs must be put first. Developers need to answer these questions before making any programme decisions: What is the profile of the target audience? What is this learners learning style? Do they need to learn this? Would they agree? Can the learner enter at the right level for their learning biographies (I know this, so shouldnt I start somewhere else)? Does the programme engage the learner (if not, what can be done so it does)? Does the learning provide a social environment? Who will support the learner through this learning programme? Where will they be based at the end of the technology or beside the learners workstation?

Regardless of mode, the basis of all successful learning is the appropriate teaching or learning content for the required learning objective.

Categories of learning
Dichanz and Ernst5 proposed seven ranked categories of learning to consider when preparing a learning programme: 1. Learning as a process for acquiring information 2. Learning as a process for acquiring information and processing experience 3. Learning as a process for acquiring information and processing experience that affects a long term change in the consciousness of the learner 4. Learning as a process for acquiring information and processing experience in which the learner integrates new information and experience into their current knowledge base 5. Learning as a process for acquiring information and processing experience in which the learner perceives, selects, and integrates new information and experience into their current knowledge base, thereby changing it 6. Learning as a process for acquiring information and processing experience, in which the learner selects and constructs knowledge that is useful and appropriate

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for themselves and in turn uses this to drive and determine their continuous learning process 7. Learning that becomes an individual process of interaction between the individual and their environment, in which the subjective reality of the learner is actively constructed. These categories of learning can usefully be applied to any proposed learning programme, for example, on-job standards-based learning can be described as category 4 or 5, depending on the level of independent action required as an outcome. A multiplechoice test would be a category 1 learning process whether on-line or not. We can express what we know about eLearning derived from the pedagogical and andragogical models described above, as:

Learner > learning objectives > categories of learning > learning environment > learning media
In other words, the choice of learning media is the last decision, not the first.

Integrating eLearning into the workplace

Learning without thinking is labour lost; thinking without learning is dangerous - Chinese proverb
The fundamentals of learning, briefly, are: Learning is, at its core, a social process Learning is an individual process Learning is essentially a self-guided process Adult learners are characterised by rich learning biographies Adult learners have clear goals in mind.

How do we effectively integrate these fundamentals into workplace eLearning for successful outcomes?

Key areas for successful eLearning

International research identifies two key areas important to successful eLearning outcomes: 1 The role of facilitators when learning moves from classroom to e-learning Models for learning enhancement and effectiveness in eLearning. Role of facilitators

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International research tells us the traditional role of the teacher changes from less instruction to more support when course delivery moves from classroom to Internet.6 The eLearning role requires a facilitator, programme administrator, Internet expert, information manager, and team member rather than a subject specialist. Teachers become facilitators, managers become change agents, and the trainer an information broker and assessor7. However, it is clear from research that the subject specialist is still a critical ingredient in the learning process - facilitation does not replace them. We know that little or no faceto-face contact impacts significantly and negatively on learner motivation, commitment to and satisfaction with their learning 8. The e-facilitator role becomes one of contact, feedback, support, and supplier of a sense of community to the learner, whether workplace or provider based9. The efacilitator is expected to supply a limited amount of technological support. Their role is as necessary for successful learning outcomes in distance learning environments as for face-to-face. Research shows that where facilitation lacks aspects of motivational support or mentoring, learning is less successful and the likelihood of programme completion significantly diminished. A learning facilitator addresses learner frustration, anxiety, and fear of technology. The best learning environment requires that the learner understand the responsibility for their learning is theirs - an essential principle of adult learning. It is in this area that an experienced workplace facilitator can support and guide those learners who are not yet sufficiently self-directed. The value of the facilitator in supplying a sense of community should be recognised as embracing the need for human interface at a higher level. It should not be underestimated. The insistence of educational institutions in referring to Facilitators as Moderators adds enormous confusion as Moderators, to industry, are those people trained to carry out quality assurance processes on workplace assessor judgements.

Case study community in action

The Richmond Group Ltd experience with eLearning in their meat-processing workforce offers this example. After a period training most staff on standards-based CD ROM packages, it was noticed tea break conversations changed from last nights episode of Coronation St to the what, why, when, and where of performance standards (peer support, self reflection, performance improvement, sharing of knowledge). This is a sense of community in action. During a recent workplace pilot of a training programme to develop eLearning facilitators, feedback from one group made it clear that their interest and success was

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due to the closeness of their working environment. When they met barriers or problems, they asked around the group for assistance. Help varied from technological (firewalls) to subject matter (learning styles).

Facilitators of workplace eLearning the eFacilitate training programme

International research tells us that computer-based learners in the workplace struggle with their learning without a workplace facilitator. This role is as critical to competency based training as a workplace assessor. Government funding has developed a stand-alone, web based, training programme for facilitators of computer-based learning in the workplace, known as eFacilitate, for industry use. It consists of five interactive scenarios, workplace activities, and the facilitation of at least two learners in the workplace. Successful completion of the programme results in unit standard outcomes10 which contribute credit towards the National Certificate in Adult Education & Training Level 5. It was developed to assist industry with tools to adapt to the changing workplace environment, with a focus on computer or web based training, to increase access to learning by employees. Further information on the training programme, and how to access it, may be obtained from the Industry Training Federation, +64 4 499 8155, or Ministry of Educations eLearning portal www.elearn.govt.nz

Models of learning

The Apprenticeship model of learning

Bonk and Wang11, argue that learning effectiveness is enhanced by offering learners many opportunities to observe and learn expert practices, just as traditional apprenticeship allows the apprentice to be supervised by a competent tradesman who demonstrates, explains and observes as the learner acquires authentic practices through activities and social interaction. Bonk and Wangs pedagogy is based on real-life problems, learner interactivity, and the active application of knowledge and skills. Their finding is similar to Vygotskys Zone of Proximal Development (1978), which notes the distance between the actual developmental level determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. In other words, the independent learner gains from the guidance of others in the programme and workplace experts and managers.

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The cognitive apprenticeship model includes modelling, coaching, scaffolding, articulation, reflection and exploration. In other words, case-based learning best supports workplace training/learning in that it uses work-relevant situations to build understanding and competent practice. It allows repetition under varying circumstances, problem solving, and opportunities for reflection, which develop higher levels of skill, expertise and competence (with workplace experience). Bonk and Wang conclude that it is vital to understand the role of the facilitator in fostering learning in (online) environments. It is helpful to know that the traditional apprentice model is cognitively sound. It has functioned successfully for over a thousand years, producing competent tradespeople. If we understand how the model functions it can be translated into environments other than traditional apprenticeship-based workplaces. Incidentally, the cognitive model illuminates the futility of producing eLearning programmes based on tick box-type learning or page-turners, both still prevalent in New Zealand and elsewhere. However, the format lacks the questioning, making mistakes and learning from them (which implies reflection), and actual workplace practice under supervision which Bonk and Wang identify as key aspects of the apprenticeship model.

The Conversational Framework model of learning

D Laurillards conversational framework (1993)12 is based on good teaching and learning which involves rich conversations. Rich conversations include not only verbal exchanges but also demonstrating, copying, and conversations with self that involve self-reflection and monitoring ones own activities for self improvement. Media used for teaching must facilitate these exchanges. McKavanagh (1997) argues that one of the virtues of Laurillards conversational view of teaching and learning is that it can be applied more widely than just to traditional learning environments and demonstrates how the framework can be applied to workplace and adult learning. To maintain quality learning outcomes, forms of these conversations need to be present in web-based flexible learning. It needs to be emphasised that the conversational exchanges involve not only ideas, but also actions and transformations between ideas and actions. Reflection is the distinguishing characteristic of the conversational framework model. A concept is explained, the learner reflects on their understanding of it, puts that understanding into action, then develops it further after feedback and another period of reflection and so on, until they can demonstrate competence. Simply, an idea leads to action, which leads to refinement of the idea, which leads to improved action, etc This characteristic is shared with the apprenticeship model.

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Learning framework characteristics

Both Laurillard and Bonk and Wang models of learning detail a framework with the following characteristics: Reflective, upward-spiralling conversations between learner, subject specialist, facilitator, other learners, experts, and co- workers Opportunities for learner practice Opportunities for learner reflection Learning centered around real life case studies Problem solving to develop knowledge and understanding The learner takes responsibility for their learning, ie develops self directed learning skills, and Facilitation, meaning: Mentoring Motivating the learner Helping with minor computer problems Understanding and managing change Identifying learners learning styles to best assist their learning Supporting the learner in any other way to ensure learning continues.

These characteristics are common to both the traditional apprenticeship model and scenario based learning theory. As such, they offer guidance on best practice workplace eLearning.

Guidelines to best practice workplace eLearning

When the learning framework characteristics are combined with the work of Dichanz and Ernst guidelines to developing best practice workplace eLearning emerge. Here, they are posed as questions to be answered: What is your company learning philosophy? How is it supported? Who will support it for the learner? Define the learner who are they? What do they look like? Will this picture change when they have completed their learning? What does this person need to know? What category of learning meets that need? How and when will they undertake the learning? Has work time been allocated for the learning? If not in work time, will learning take place? How will they be encouraged to take responsibility for their own learning? Will the programme integrate learning and workplace practice? How? Is there freedom to screw up? Is there a qualified eLearning Facilitator in your workplace to support the learner? If not, is there someone who would like to train for the role? What support will you give that person to meet that roles responsibilities? Page 15 of 27

Are there opportunities for self-reflection in the programme? Are there opportunities for rich conversations between learner, subject specialist, facilitator, other learners, experts, and co- workers? In other words, what social context will the programme have? Is learning centered round real life case studies? Is there problem solving to develop knowledge and understanding? What learning media will best satisfy these answers?

Assessment of learning
The challenge in implementing best practice workplace eLearning is in ensuring the chosen learning media captures and reports sufficient, valid and authentic evidence for later assessment. No eLearning programme should stand outside of requiring workplace practice and experience to demonstrate competence. The only question is: how will this knowledge be assessed in the workplace? Even an entry-level word processing learning programme should require workplace examples, completed to meet workplace demands, within commercially viable timeframes, for assessment of competence. Best practice eLearning solutions will include provision for assessment of the acquired information and processed experience through application in workplace activities, which generate naturally occurring evidence. Assessment will be based on a minimum of three types of evidence, matched against competency requirements.

Implementation issues
The issues when implementing eLearning in an organisation are much the same as for any training and should not be seen as significantly different. The planning process is the same develop a strategy l i n k e d to business goals, identify strengths/weaknesses/threats/opportunities, identify capital costs, produce a plan, gain plan approval, and implement. From the outset, it must be understood that eLearning is a large capital investment activity, as are other forms of workplace training eLearning cannot be seen as different in this respect. Also, allocation of learning time during work hours must be built into any plan. Too often, training plans are made which do not allow for learning during work time, and this is a recipe for poor completion rates.

eLearning strategy
The starting point for any eLearning implementation is the development of an eLearning strategy. It must mesh with the company vision, mission, and goals. The strategy should:

Successful eLearning@work

Meet needs of all key stakeholders Pay particular attention to learner needs and requirements Ensure sufficient support exists for eLearning Support best practice models of learning and androgogy Support on-job assessment Present clear rationale for development of eLearning Build on existing staff knowledge and expertise Include careful, realistic consideration of likely costs

Investment decisions
Investment-in-eLearning decisions are no different from decisions to invest in other forms of training. They are the same for traditional formats as for eLearning, and it is important that this is understood by decision makers. Decisions regarding workplace eLearning should address the following: - amount of learning time to be allocated per learner per week - how the eLearning will be facilitated - how measuring effectiveness will take place - how the eLearning will be tracked and reported, and by whom - how it will be assessed - how it will fit with other workplace training - capital costs - return on investment (if required)

Hardware and software choices

Hardware refers to the computer workstation, equipped with modem for internet access (which may be external to the computer or internal), and CD ROM drive, and possibly linked to a printer where printing out of documents is required. Software refers to the programme that delivers what you see on the computer screen. It is the learning media. For Internet access, browser software will be required. These days, many personal computers are sold with modem, CD drive, browser software, and Officetype applications pre-loaded, with a printer included in the ticket price.
In order to implement an eLearning strategy in any workplace, some choices are required about hardware and software. At its most basic, all that is needed is a computer work station and a learning programme in an accessible medium such as CD ROM or Internet connection to a virtual provider. In some cases, the eLearning format may require only a word-processed document emailed to a tutor at a distance. However, by the time your eLearning development process has identified your learner, learning objectives, desired category of learning, and learning environment, your learning media choices will have been refined and reduced to few or none.

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There is a range of off-the-shelf generic software products that can be bought outright or purchased under single or multiple user license. Customised programmes, Learning Management Systems (LMS), and authoring tools are also available from New Zealand software developers. The simplest method of selecting hardware and software is to talk to organisations that have been down this path, and weigh up their choices against your requirements. You will also learn some things to do and some things to not do in this conversation. As an ITO rolling out an eLearning strategy, you will be dependant on employer hardware choices. Software is obtained from one of three sources, each of them with their own problematic considerations: - Off the shelf products (not always what you really need for the learning objective, but the lowest cost) - A cooperative venture between a company and a provider (more expensive than an off the shelf product) - Developed specifically for a learning objective (high cost) There is no silver bullet products change quickly, customisation has high capital expense, and reliance on a provider may result in a product geared for a provider environment not the workplace. In which case, the key question is how you ensure workplace experience is built into the programme (software). eLearning vendors will strongly recommend investment in a Learner Management System (LMS) and careful consideration will be required before the decision is made to do so. In this situation the questions will be around your need for such a system (it tracks learner eLearning performance). Does the same information arise out of assessment? Does the ITO keep the same data through the registration of assessment process after all, most ITOs rely on quite sophisticated learner management systems for their trainee records. At what level do you need to record learner progress - macro (assessment outcome only) or micro (where in the eLearning programme the learner is spending most of their learning time)? How many learners do you need to track? It may be that all that is required for your eLearning project is the training programme (software) and not the more expensive LMS. There are some Industry Training Organisations which are experienced in eLearning delivery and you may find it useful to approach them for advice. It is best to start small and grow bigger. If your eLearning employees work shifts then the eLearning workstation can be worked in shifts also. The exposure time can be short 30 minutes at a time may be sufficient, depending on the learning objectives, the learning media, and the way it is integrated with workplace practice.

Workplace examples
The first two of these examples arise out of the Literacy Fund set up by NZ Government to improve workplace literacy and the third was self funded:

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At Viscount Plastics Ltd, two workstations linked to a printer were initially considered sufficient for approximately 20 employees. Careful scheduling ensured the literacy programme to meet the planned completion date. Heinz Wattie NZ Ltd has a training room equipped with 10 workstations, initially sited alongside the cafeteria. Employees have access to the room for personal use in their own time although priority is to company-specific training use. A contracted literacy tutor provides assistance with literacy, numeracy and computer technology learning. There is now a comprehensive library of on-line and CD ROM-based learning programmes, including a full range of Microsoft products, which is available for use by all staff. The library covers both workplace and personal learning requirements. A recent development has been an on-line staff induction programme produced in-house by a combination of Training & Development and Production Line employees. Richmond Group Ltd started out with a small room with three workstations linked to a printer as part of a self-paced, standards-based, company-wide training programme. Staff discovered new opportunities for lifelong learning once their fear of computers was overcome. Now, they line up to book their time in the room. Richmond acknowledges the demand for eLearning is such that more workstations would be useful but the business focus is meat processing.

Barriers to participation in workplace eLearning

There are two key barriers to participation in workplace learning which apply equally to workplace eLearning: 1. Imperatives of workplace production 2. ICT competence of workforce 1 Production imperative

There is a disjunction between the workplace as a place of production and as a learning environment. The workplace as a place of production is a place where there is a job to be done, and there is no time for learning. The workplace as a learning environment says you can learn here, and that may require time, space, guidance and the freedom to screw up. An eLearning strategist should be aware of this distinction to plan for better outcomes. They cannot be totally reconciled but must be acknowledged once acknowledged, the necessary conditions to enhance the workplace as a learning environment will follow. 2 ICT worker competence

The second barrier to participation in workplace eLearning is the competence of a workforce in using ICT. There are two types of people in the world today the ICT Page 19 of 27

Immigrant, who was born into a world without ICT, and the ICT Native who was born into a world with ICT. For the ICT Immigrant, the implementation of eLearning will demand an introduction to computers that is user-friendly, and conducted in a safe and trusting environment to overcome fear of breaking something or losing completed work. There are a number of introductory CD ROM-based programmes developed especially for this purpose. What we do know from research is that for this group an on-site eLearning Facilitator is mandatory for success. We also know that once introduced to computers the ICT Immigrant will become an adept and confident user.

Case study worker ICT competence

Viscount Plastics Ltd, a South Auckland manufacturer employing a mostly immigrant Pacific Island workforce, identified that too many employees could not read the safety notices and procedures required by law to be read and understood. The potential penalties drove the employer to access government literacy training funds to raise the literacy levels. The programmes included study groups in and out of work hours, individual tutoring, and computer-based literacy and numeracy programmes in English. The unintended consequence of ensuring the workforce could read and understand safety instructions was the ability, for many, to relate to their New Zealand born children and grandchildren in English and at an ICT level, enhancing the home life and their personal relationships. A number reported the reason they completed the courses was that previously they were only fluent in their own language while their children were fluent in English. Now they were able to converse in English confidently with their family, work cooperatively on a computer to complete schoolwork, surf the Internet, and play computer games together enriching their relationships with their children in previously unimaginable ways.

Return on Investment in training

International studies in the 1990s on training effectiveness showed that: - employees receiving ongoing training are more productive than those who do not - ongoing training reduces employee turnover - ongoing training significantly increases customer satisfaction. Looking at eLearning from a return on investment (ROI) point of view, a range of studies shows that eLearning in particular can significantly increase the training dollar ROI because eLearning: - saves time without decaying learning benefits - minimises travel costs - minimises time away from work - is more cost effective than traditional workshop/classroom models - meets the needs of geographically dispersed employees - provides consistent course delivery

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offers more individualised instruction, and produces consistently higher learning results than traditional training.

On the other hand, there are workplace realities: limited time for training, fewer skilled employees available to pass on knowledge, skills and experience to others, more focus on doing what is most profitable for the business, longer working hours, less time for a life-work balance, more part time and fewer fulltime workers. In the last few years, the need to demonstrate ROI in on-job training has diminished as the recognition that workplace training must take place regardless of the return on investment has become widespread.

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Glossary of eLearning terms

Below is a collection of eLearning terms. A more comprehensive glossary is available online at http://www.learningcircuits.org/glossary.html Asynchronous learning: Learning in which interaction between learners and facilitators occurs intermittently with a time delay. Examples are self-paced courses via the Internet or CD-ROM, Q&A mentoring, online discussion groups, and email. Email is a good example of an Asynchronous communication medium the receiving parties do not need to be present for the communication to take place, and can respond when it suits them Authoring tool: A software application or program that allows people to create their own eLearning courseware. Authoring tools include instructionally focused authoring tools, web authoring and programming tools, template-focused authoring tools, knowledge capture systems, and text and file creation. Bandwidth: Information carrying capacity of a communication channel. Blended learning: Learning events that combine a range of learning mediums, e.g: online and face-to-face instruction. Broadband: 1) In simple terms, high speed transmission of data. The specific speed that defines broadband is subjective; but often implies any speed above that commonly used at the time. 2) In technical terms, transmission over a network in which more than one signal is carried at a time. Broadband technology can transmit data, audio, and video all at once over long distances. In New Zealand, examples of Broadband are JetStream, CityLink, etc Browser: Software that allows users to find and view information on the Internet. Internet Explorer and Netscape Navigator are two commonly used browsers. CAI (computer-assisted instruction): The use of a computer as a medium of instruction, for tutorial, drill and practice, simulation, or games. CAI is used for both initial and remedial training or learning, and typically does not require that a computer be connected to a network or provide links to learning resources outside of the course. See also CBT CBT (Computer-based training): is wholly delivered via a computer not necessarily linked to a network. It does not include any tutor/mentor input and relies completely on the software to manage the learners experience. CD-ROM (compact disc read-only memory) or (compact disc read-only media): A computer storage medium similar to the audio CD that can hold more than 600 megabytes of digital information.

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Chat: Real-time (synchronous) text-based communication among members of an online group. Chat can be used in eLearning for student questions, instructor feedback, or group discussion. Content: The information contained on a particular website. Different formats for eLearning content include text, audio, video, animation, and simulation content. Convergence: when various types of digital information, such as text, voice, and video, and their delivery mechanisms--television, telecommunications, and consumer electronics--are combined in new, more closely-tied forms. Being able to browse the internet from a cell-phone is an example of convergence. Digital divide: The gap that exists between those who have access to technology and those who do not. Many factors contribute to the digital divide including socioeconomic status, residential address, age, educational background, etc. Discussion boards: other to read. Internet or intranet forums where users can post messages for

Distance education: Educational situation in which the instructor and learners are separated by time, location, or both. Education or training courses are delivered to remote locations via synchronous or asynchronous instruction, including written correspondence, text, graphics, audio- and videotape, CD-ROM, online learning, audioand videoconferencing, interactive TV, and facsimile. The definition of distance education is broader than and embraces the definition of eLearning. Distance learning: The desired outcome of distance education. The two terms are often used interchangeably. eLearning: Covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, and CD-ROM. Email (electronic mail): Messages sent from one computer user to another.

Facilitator: One who supports and encourages computer-mediated learning in the workplace and is proximately situated to the learner. The role is one of contact, support, feedback, and supply of a sense of community to the learner, whether workplace or provider based. Facilitative tools: Electronic applications used in online courses as part of course delivery. Examples are mailing lists, chat programs, streaming audio, streaming video, and webpages.

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ILS (integrated learning system): A complete software, hardware, and network system used for instruction. In addition to providing curriculum and lessons organised by level, an ILS usually includes a number of tools such as assessments, record keeping, report writing, and user information files that help to identify learning needs, monitor progress, and maintain student records. Integration: Combining hardware, software (and, in eLearning, content) components together to work as an interoperable system. The process of integration may also include front-end planning and strategy. Internet: international computer network The Internet provides communication and application services to businesses, consumers, educational institutions, governments, individuals and research organisations. Internet-based training: Training delivered primarily by TCP/IP network technologies such as email, newsgroups, proprietary applications, and so forth. Although the term is often used synonymously with web-based training, internet-based training is not necessarily delivered over the web, and may not use thetechnologies that make webbased training possible. Intranet: A LAN or WAN that transports information. An intranet is owned by a company and is only accessible to people working internally. It is protected from outside intrusion by a combination of firewalls and other security measures. Just-in-time: Characteristic of eLearning in which learners are able to access the information they need exactly when they need it. LAN (local-area network): A group of personal computers and/or other devices, such as printers or servers, that are located in a relatively limited area, such as an office, and can communicate and share information with each other. Learning portal: Any website that offers learners or organisations consolidated access to learning and training resources from multiple sources. Operators of learning portals are also called content aggregators, distributors, or hosts. Learning solution: 1) Any combination of technology and methodology that delivers learning. 2) Software and/or hardware products that suppliers promote as answers to businesses' training needs. LMS (learning management system): Software that automates the administration of training events. The LMS registers users, tracks courses in a catalogue, and records data from learners; it also provides reports to management. An LMS is typically designed to handle courses by multiple publishers and providers. It usually doesn't include its own authoring capabilities; instead, it focuses on managing courses created by a variety of other sources.

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Moderator: In an online environment, a Moderator is commonly someone who ensures that an online community is functioning as it should. This may include monitoring discussion boards to ensure all postings meet agreed standards of behaviour and organising learning material. The role of online Facilitator and Moderator are often used to describe similar kinds of online roles. Multimedia: Encompasses interactive text, images, sound, and colour. Multimedia can be anything from a simple PowerPoint slide slow to a complex interactive simulation. Network: Two or more computers connected so users can share files and devices (for example, printers, servers, and storage devices). Online: The state in which a computer is connected to another computer or server via a network; a computer communicating with another computer. Online community: Meeting place for people on the internet. Designed to promote interaction and collaboration among people who share common interests and needs. Online communities can be open to all or by membership only and may or may not offer moderators and/or moderation tools. Online learning: Learning delivered by web-based or Internet-based technologies. See web-based training and internet-based training. Online Facilitator: Online training: See Moderator.

Web or internet-based training.

Portal: A website that acts as a "doorway" to the internet or a portion of the internet, targeted towards one particular subject. Also see learning portal. Real-time communication: Communication in which information is received at (or nearly at) the instant it is sent. Real-time is a characteristic of synchronous communication. Self-paced learning: content delivery. Offering in which the learner determines the pace and timing of

Server: A computer with a special service function on a network, generally to receive and connect incoming information traffic. Simulations: Highly interactive applications that allow the learner to model or role-play in a scenario. Simulations enable the learner to practice skills or behaviours in a risk-free environment. Simulations can vary widely; some may be largely text-based role-playing scenarios while others may offer a real-time virtual environment in which learners can practice skills. Software: A set of instructions that tell a computer what to do; a programme. Page 25 of 27

Synchronous learning: A real-time, instructor-led online learning event in which all participants are logged on at the same time and communicate directly with each other. In this virtual classroom setting, the instructor controls the class, with the ability to "call on" participants. In most platforms, students and teachers can use a whiteboard to see work in progress and share knowledge. Interaction may also occur via audio- or videoconferencing, internet telephony, or two-way live broadcasts. System requirements: Technological conditions required to run a software application. Includes the operating system, programming language, database, hardware configuration, bandwidth, processing power, and so forth. TBT (technology-based training): The delivery of content via internet, LAN or WAN (intranet or extranet), satellite broadcast, audio- or videotape, interactive TV, or CDROM. TBT encompasses both CBT and WBT. WAN (wide-area network): A computer network that spans a relatively large area. Usually two or more local area networks. The internet is a WAN. WBT (Web-based training): Delivery of educational content via a web browser over the public internet, a private intranet, or an extranet. Web-based training often provides links to other learning resources such as references, email, bulletin boards, and discussion groups. WBT also may include a moderator (facilitator) who can provide course guidelines, manage discussion boards, and so forth. When used with a moderator, WBT offers some advantages of instructor-led training while also retaining the advantages of computer-based training. Web page: A document on the world wide web that is viewed with a browser such as Internet Explorer or Netscape Navigator. Website: A set of files stored on the world wide web and viewed with a browser such as Internet Explorer or Netscape Navigator. A website consists of one or more Web pages. WWW (World Wide Web): A graphical hypertext-based Internet tool that provides access to web pages created by individuals, businesses, and other organisations.

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Endnotes
1 2

Institute for Research on Learning (now defunct), Menlo Park, California, 1999. Acknowledgement to P. Capper for this definition drawn from the work of R.S. Ackoff, On learning and the systems that facilitate it, Centre for Quality Management, Cambridge, Mass, 1996. Conti, S. and Fahle, K. (2003), Networking Sharing Experience Cooperation: Thematic Monitoring under the Leonardo da Vinci Programme, European Commission, Brussels. p. 9. Author interviews with employers: Hairdressing industry 1995 1998, Light Fabrication Engineering industry, 1999 2000. Dichanz, H. and Ernst, A, eLearning conceptual, psychological and didactic considerations [eLearning begriffliche, psychologische und didaktische Uberlegungnen] in eLearning Die Revolution des Lernens gewinnbringend einsetzen, Klett-Cotta, Stuttgart, 2002. Forsythe, Ian (1996)Teaching and learning materials and the Internet, Kogan Page, p. 33. Di Booker, (2003), Getting to grips with online delivery, NCVER, p. 37.

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Multiliteracies: Meeting the communications challenge in TAFE, Cope, B and Kalantzis, M, Australian TAFE Teacher, vol, 32, no.2, 1998.
Palfreeman, A. (1998), The internet and distance learning: Interaction and information, Literacy Broadsheet, no. 49, pp 11 15. The unit standards are: 4258 Describe ways of managing and coping with change, 7091 Facilitate adult learning in New Zealands cultural environment, 7116 Evaluate and record adult education and training information, 10472 Demonstrate understanding required for the provision of open and distance learning, 10476 Facilitate student learning in an open and distance learning environment, 18755 Identify and resolve users minor computer problems Bonk, C. and Wang, F-K. (2001), A design framework for electronic cognitive apprenticeship, JALN, vol. 5, issue 2.

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References:
Bates, T. (1997), Distance Education, vol. 18, no.1, pp. 93 - 109 Bonk, C. and Wang, F-K. (2001), A Design Framework for Electronic Cognitive Apprenticeship, JALN, vol. 5, issue 2. Booker, D. (2000), Getting to Grips with Online Delivery, Australian National Training Authority, Australia, p. 37. Available at http://www.ncver.edu.au Laurillard, D. (1993), Rethinking university teaching: A framework for the effective use of educational technology, Routledge McKavanagh, C.W. et al (2001), Evaluation of Web Based Flexible Learning, Australian National Training Authority, Australia, pp 20 - 24. Available at http://www.ncver.edu.au Palfreeman, A. (1998), The Internet and Distance Learning: Interaction and Information, Literacy Broadsheet, no. 49, pp. 11 15. Vygotsky. L. S. (1978), Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, p. 86.

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