Skinning Cats: More than One
Mode for e-Learning
by Kevin Kruse
Just as there are many names for e-learning itself
(e.g., online learning, web-based training, technology-based
learning, etc.), there are many names for types
of e-learning. For an analogy, consider how you
might categorize a movie. Is it a blockbuster
or an independent film, a psychological thriller
or a comedy, a family film or an adult film, a
short film or a long film, a good film or a bad
film? It may be all, some, or none of these things.
In this way, e-learning products are often segmented
dependent on some sampling of their characteristics.
A number of fundamental modes of training or
instructional models make up the backbone of valid
and valuable training. While these can be used
as guides no matter what type of technology is
chosen, the specific strengths and weaknesses
of a particular training mode should be considered
in order to maximize learner benefits.
Tutorials
Tutorials are one of the most ancient and commonly
used modes of education. A good tutorial presents
information and guidance, makes sure the learner
has an opportunity to understand the instruction,
and only then continues on to new information.
Many tutorials basically consist of a linear presentation
of content. When implemented poorly, a tutorial
can become what is derisively referred to as "an
electronic page-turner," or if web-based,
a "scroller." This type of program presents
content directly without giving the learner any
more opportunity to interact other than to call
for the next screen. When implemented properly,
using the classic principles of instructional
systems design, guided tutorials can be engaging
and effective. The key to useful tutorials in
e-learning are interactions that establish pace,
clarify content, provide for practice and instill
confidence.
Branching can greatly enhance the effectiveness
of a tutorial, allowing it to operate in the way
that a skilled teacher does. A question posed
following an instructional moment can determine
if the student has mastered the content. If mastery
is not achieved, one branch is followed and another
approach is provided to eliminate confusion. Only
after mastery is achieved is the branch containing
the next piece of information followed.
Simulations
Simulations are often used to recreate lifelike
job situations. Realism is the key to successful
simulations but not every element of a simulation
has to be realistic in order for it to be instructionally
valid. While hearing a telephone ring in the background
of an office simulation adds to the depth of the
user experience, being able to answer that phone
and talk with a customer adds value to the user's
learning experience.
The best example of a simulation is the complex
flight simulator employed by pilots. More commonly
encountered simulations are the scenarios deployed
in training classrooms as role-playing exercises
within the group.
Current technology enables students to interact
with on-screen participants in non-linear, discovery-learning
scenarios. Sales calls, customer service scenarios,
computer repairs, surgery, and the full responsibility
of running a business can all be simulated. Simulations
of software functionality are particularly prolific
and have well documented learner benefits. Cutting-edge
programs now exist using virtual reality that
enable students wearing goggles and sensor gloves
to actually be immersed in a digitally created
environment. The challenge to the trainer is to
isolate the elements of a situation that can be
controlled and must be mastered by the learner
in reality and put the learner in control of these
elements in the simulation. All the realism in
the world cannot make a simulation a valuable
learning tool without the elements of guidance,
remediation, or feedback.
True simulations and simulation-based drill and
practice exercises have in common the ability
to reveal a learner's actions and reactions in
a realistic, protected environment where time
and distance are collapsed. In sales call simulations
learners can try out various sales approaches
without the jeopardy of awkward social situations.
Electronic Performance Support Systems
Electronic performance support systems (EPSSs)
are created to give an individual the tool they
need to perform a required task at the time they
need it. A performance support system is in a
way the opposite of a tutorial. Where a tutorial
instructs the learner and then requires that the
learner perform, a performance support system
requires the learner to determine when they need
assistance and then ask for the required guidance.
The most ubiquitous example of a performance support
system is the "Help" feature built into
Microsoft's Office applications. A simple example
of a non-e-learning performance support tool is
an inventory checklist created for a grocery clerk.
A growing consensus in the industry is that e-learning
should include imbedded support systems that provide
instant guidance at the time and place of need.
With the advent of Web-based training and the
emergence of the hyperlink paradigm, the convergence
of e-learning and electronic performance support
systems is almost complete. Web-based tutorials
can be completed independently as learning exercises
for new users and yet be delivered as just-in-time
chunks of information and interactive tools at
the desktop.
The challenge of creating useful performance
support systems obviously consists of determining
what tools are needed by a population and providing
those tools. In the context of e-learning, the
further challenge is creating systems that allow
an individual needing a tool to recognize that
such a tool exists and then be able to use that
tool.
Instructional Games
The inclusion of games has often been a hitch
in getting management to agree to e-learning initiatives.
Many learning theories contend, though, that games
are essential to the learning exhibited by children
and can be usefully extended into the realm of
adult learning. Games can have great value, possibly
greater value than any other mode of instruction,
in reducing learner tension and increasing learner
engagement. The reluctance toward employing games
to teach is becoming less apparent as supervisors
are educated in learning theory and many who have
experience in gaming for educational purpose move
into management roles.
Games in the style of TV game shows have long
been used in the classroom to provide a fun and
effective method for reinforcement and self-assessment.
Instructional games are equally effective using
the latest computer technologies. Games can run
the gamut from simple speed and accuracy typing
exercises to complex business simulators where
a student might run an entire factory. Instructional
games can also replicate classic, arcade, and
game show styles such as tic-tac-toe, auto racing,
and Jeopardy(TM).
The defining characteristic of instructional
games is a set of goals or a competitor to provide
motivation in addition to the learning. For maximum
success, the motivational element of the game
should run parallel to the overall motivation
for the training. The game should have has instructional
value aligned with the objectives of the overall
course. There is little merit to using games as
a reward for completing learning objectives exterior
to the games themselves.
Tests, Record Keeping, and Guidance
Automated assessments are another commonly used
facet of e-learning. When companies first adopt
e-learning initiatives, testing and record-keeping
systems are often accepted earlier than programs
that integrate multiple training modes, due to
their ease of implementation and their quickly
recognizable returns.
Online tests can be used for self-assessment
purposes, or can be computer graded and reported
back to central administration. The explosion
of enterprisewide networks now provides the power
to assess thousands of individuals and track their
progress against specific job competencies throughout
their life within an organization. The latest
and most sophisticated technology-based tests
are tightly linked to learning objectives, which
in turn can help create a completely personalized
curriculum.
Combining the Modes
Maximum learner benefit can be typically achieved
by combining several training modes in one project.
The merit of each mode varies with training goals
and some modes are ill suited to meet some needs.
A solid and frequent model is to use tutorials
to teach basic knowledge and concepts, use simulations
for reinforcement and application of the knowledge
(leading to skills), test or certify the comprehension,
and finally provide an on-the-job performance
support tool to aid in recall and application.
Source: e-Learning
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