Because of the economic downturn, training practitioners are being asked to reduce costs. Those who were previously antagonistic toward online learning, virtual instructors and online social learning are reconsidering. They missed an important part of the picture: cost savings.

It is possible to create remarkable learning programs that leverage new technologies and don't cost an arm and a leg. How? By focusing on the true priority, learning.

Whenever I meet people who think that eLearning doesn't work, I usually find that they had a bad experience and hold the delivery mode responsible. As they look to other companies to model their eLearning initiatives, they find that few programs fit their unique circumstances.
 
There are, however, organizations which have deployed effective education programs that defy time zone, geography and shrinking budgets. They do so by having a clear understanding about how true learning takes place for their audience and being steadfast to that process, regardless of the delivery mode.

True learning is realistic, applied, collaborative and multi-sensory.

For adult technical programs, true learning is achieved by providing a realistic context — a job — and opportunities to collaboratively explore, investigate and challenge new concepts. This must be supported by a variety of experiences: visual diagrams and demonstrations, printed explanations, interactive discussions and hands-on application. This rich learning context can be cost-effectively created by defining the delivery use cases so that only the required technologies are sourced.

For example, I delivered an online virtual class for system administrators tasked with deploying an enterprise-level software solution. The class used a learning guide, a virtual classroom, PowerPoint and a remote lab. Participants from all parts of the globe engaged in spirited discussions, empowered by animated graphics and demonstrations. Each participant systematically and successfully deployed the solution on a remote server from their desks. When participants were unable to attend all of the live sessions, they watched the interactive classroom recordings, worked on the labs at various hours, and interacted with the other class participants and the facilitator via e-mail and instant message.

If we focus on the needs and objectives of the learner — rather than training them — we can embrace the approaches that create the knowledge participants need and help them hone the practices they’ll use to operate effectively in their jobs — through true learning.

-Avis Beiden
avis@adeptminds.com