community
Essential component
The new self-directed learning toolkit Clive Shepherd F
or practically 30 years now, the default corporate solution for any sort of formal, self-directed learning intervention has been self-study e-learning, normally
some form of interactive tutorial. While this format certainly can deliver the goods, and provides a simple, trackable means to monitor compliance, it frequently falls down on many fronts: l Interactive tutorials are time-consuming, expensive and complex to put together.
l It takes a great deal of expertise to do a really good job of designing an engaging tutorial, and this expertise is in short supply.
l The format has hardly advanced since the 1980s, except perhaps in superficial graphical terms, and there appears to be little interest among producers in fully exploiting the potential for intelligent, adaptive tutorials.
l The learner is isolated from peers, experts and others who can assist their learning.
l Assessment is often superficial and knowledge- based.
l It can be tricky to deploy these tutorials on mobile devices.
l It is hard for the learner to re-visit any of the elements of the tutorial for reference, without getting caught up in the sequential, page-driven navigational system.
This would be a depressing state of affairs, if there weren’t simpler, cheaper and better alternatives available, with lower barriers to entry. These days I hardly ever suggest an interactive tutorial as a solution for a client, unless I know that it can be produced to a very high standard. So what do I believe are the essential components of my everyday online learning toolkit?
Videos can be easily delivered to any device and can be highly engaging as long as they are kept short and sweet. Even when professionally produced, they cost little and can be ready in as little as a few hours. Whether you need interviews, demos, how-tos or animated explanations of difficult concepts, video works perfectly. Web articles and PDFs are not a glamorous or high-tech solution, but they are the resources we normally turn to for a more in-depth examination of an issue. Web articles are the more flexible of the two options, but PDFs do a better job when you know the document is going to get printed. Scenarios are the one ingredient of contemporary e-learning which I would keep in my everyday toolkit. They do not have to be technically difficult to develop (they can be as simple as a piece of text followed by a multiple choice question) but they do have to be challenging, authentic and relevant to the learner’s real-world problems. Scenarios are a form of guided discovery; as such, they encourage insights and help to get across the big ideas. A forum is another simple, inexpensive tool that sits nicely alongside the packaged, self-directed materials. Forums allow for Q&A, for debate and for the externalisation of learning. Obviously there are other ways to achieve the same result, not least a face-to-face discussion, but the forum does the job. Links might seem too trivial to be considered a core tool for self-directed learning, but they act as a gateway to all sorts of other resources beyond the packaged materials that you have put together. You can act as a content curator and suggest links, but then so, of course, can learners. Come to think of it, they can come up with some pretty good videos and web articles too.
These days I hardly ever suggest an interactive tutorial as a solution for a client, unless I know it can be produced to a very high standard
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These are the staples for a predominantly self- directed solution. However, there will be other tools that need to be brought into action for the special cases:
Learning journals (blogs) provide a way for a learner to record and share their reflections over a longer course of study. Wikis provide a way for groups of learners to work together in building a knowledge resource – not strictly speaking a self-directed element but who wants to be self-directed all the time? Simulations and games provide highly authentic opportunities for skills practice and discovery learning.
Quizzes provide an indication of what the learner
knows; they also provide a means for rehearsal of facts, concepts, rules, principles and so on. Narrated slide shows are probably second best to videos but if your starting point is a slide show then this is probably the way to go. And you can always turn it into a video! Practical assignments are going to help learners put ideas into practice, individually or in groups. They also provide a means for assessing competence. Ideally a facilitator will be on hand to provide feedback. If not, you could ask the learner’s manager to step in or provide some facility for peer assessment. Nothing I have suggested here needs to be complex or expensive, although all have to be skilfully blended into a solution, often in combination with live events, whether one-to-one or in groups, face-to-face or online. There’s nothing here to frighten an experienced learning professional with only average computer literacy, because the emphasis is on learning and teaching, not technology. What’s stopping you?
Clive Shepherd is an e-learning consultant @cliveshepherd
e.learning age february 2014
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