Chapter 3
Training managers, even zealous e-learning advocates, are recommending more of a surgical approach to e-learning deployments. Rather than promising to replace all conventional training with e-learning within six months, they now suggest targeting the 25 percent best-suited for e-learning and ramping up an additional five to 10 percent per year. Few talk about conducting all training by e-learning, and many now understand the advantages of blended solutions that mix e-learning and conventional methods. Managers seeking to apply e-learning must do so thoughtfully and carefully. They must take a realistic view of what e-learning can and cannot do. Managers realize that e-learning projects must be anchored on specific performance objectives that stem directly from sanctioned organizational goals. The design, development, and delivery of e-learning must proceed with those corporate goals in mind. Projects will be evaluated on whether the original business goals were accomplished, and whether the contribution of e-learning to those goals is clear. Some important ideas about e-learning need special emphasis, either because they correct widespread misconceptions or because they further the more sophisticated use of e-learning required to fulfill its promise. These key ideas include: • E-learning is not just courses. E-learning can be packaged in units other than complete courses and can be embedded in, blended with, and infused into other efforts. E-learning lets trainers deliver mini-courses, micro-courses, and nanocourses as they strive to develop truly reusable training components. • E-learning is not always a noun. E-learning is sometimes a verb, that is, a process. Sometimes it is an adverb, that is, a way of doing things. E-learning is not a particular program or a single technology. It is, however, a way of using tools and technology to stimulate learning. • E-learning is a collection of processes and technologies. E-learning can be embedded in existing organizational systems and activities, including classroom training, online help, performance support systems, and knowledge management efforts. E-learning is considered a constituent in such efforts rather than just a stand-alone project. • E-learning is a solution in search of a problem. E-learning seldom works well when it is the end rather than the means. Organizations must focus on the ends of training before selecting e-learning as the means. When creating e-learning instruction, several considerations should be incorporated into the design including simulations and authentic tasks, feedback, and navigation best practices.
Simulations Computer-based simulators are devices that duplicate the essential features of a task and enable people to practice the task. They provide learners with a realistic and interactive experience. Simulation immerses the participant in a mocked-up environment 82
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