E-Learning for Beginners: Back to the Basics
(Fourth in a periodic series)
I still remember my first day at college. I went to class with butterflies in my stomach, not sure what to expect of this thing called “higher education.” It sounded intimidating.
My professor began the class by handing out a syllabus and explaining her procedures and the materials we would use throughout the semester. “I will be posting all the extra reading assignments on Blackboard,” she said to us. Wait, Blackboard? What is that? Little did I know that Blackboard and I would become good friends during my college years. Blackboard is a website that my professors used to post materials for their classes. They posted articles, assignments, links to other websites, discussion boards, etc. on this site. This was my first taste with technology intersecting with the classroom.
Perhaps you have had a similar experience with learning and technology. Maybe not. In your own experience, what is the first thing you think of when you hear the term “electronic learning?”
Some say that e-Learning happens when teachers use a PowerPoint. Others understand e-Learning as more advanced screen-by-screen courses online. It can also look like a webinar that people listen to over the Internet. Others see it as pdf files attached to a common website for class.
There are so many understandings of e-Learning. So what does this term mean?
Let’s begin by drawing a basic distinction between two fundamental styles of e-Learning: synchronous and asynchronous e-Learning.
Synchronous E-Learning
Sourced from “Synchronous and Asynchronous E-Learning” by Stefan Hrastinski
When instructors and students come together at a scheduled time, synchronous learning takes place. The difference between this and a traditional classroom is that everyone meets “online.” Webinars, video conferencing, or chats are common mediums used for synchronous e-Learning. This allows communication to happen real-time, allowing everyone involved to feel like participants rather that isolated learners. Along with this, responses to the material are immediate. The real-time participation makes this a social form of learning.
Asynchronous E-Learning
On the other hand, asynchronous e-Learning has more flexibility. Students and teachers do not come together “virtually” at a specific time. Instead, they complete the lesson or participate in the discussion on their own schedule. This type of learning is best done through email or discussion boards because people can pick up on the conversation whenever is most convenient. It doesn’t required real-time participation, so while it is a less social form of learning, participants can work at their own pace. This allows for deeper thinking on a topic as well because responses aren’t required immediately. Asynchronous learning is generally better for more complex topics that require more thought and time to process.
Sourced from “Synchronous and Asynchronous E-Learning” by Stefan Hrastinski
Which to use?
Both of these styles of e-Learning use technology in a unique way. Many people debate which style of e-Learning is better. Some say that a combination of both is ideal.
I suggest that having an awareness of the strengths and weaknesses for each style is ultimately the best scenario. We can then assess which style and technology will be best for a specific circumstance. To best engage with e-Learning, we should try to get the greatest benefits out of each form.
What’s your response? Do you agree with this basic e-Learning distinction?
Our next post will consider more on the controversy of the concept of the “virtual classroom.” Let’s look at how these e-Learning styles play out in the real world.
E-Learning for Beginners: Back to the Basics
(Third in a periodic series)
So what’s the big deal?
The past couple weeks we have focused on the definition of learning in great detail. Why is it so important to think about this concept of learning?
This is exactly the place where we should pause and reflect. Why does it matter? Is learning still a valued concept in our society today?
The answer is yes!
Our society has undergone economic and cultural changes. Naturally. Technology has exploded. Information is more available, and there is more of it. All these changes have only increased the significance of learning now.
And people realize that learning has changed and that we need to change with it.
Consider a national poll done by Public Opinion Strategies and Peter D. Hart Research Associates. Americans reflected on the need to teach and learn 21st century skills. The results show that they understand the economy has changed, and we need to learn 21st century skills to continue to be competitive in the workforce (see graph for skill examples). We see the shift in learning, and because of it, we need learning more than ever. More importantly, we recognize its value.
Practically, bosses want better performance from their employees. Parents want to see their kids develop skills and grow. Individuals want to challenge themselves and discover more. This is relevant because learning has tangible results, affecting profit, efficiency, and performance. Learning has great significance to us. Economic and cultural changes have driven much of the shift in learning.
Why?
To put it bluntly, it’s all about the money.
It is a simple equation: Completing a task faster + less manpower = more dough. Because technology could help solve this equation, learning shifted under economical motivation.
Paper materials became out-of-date compared to online material. Online resources allow people to access them anywhere, anytime. Gone are the days when learning was restricted to a classroom setting. People can learn according to their schedule, and more than that, materials and resources can be distributed to a larger number of people.
These economic changes walk hand-in-hand with cultural changes.
Our culture has become more “connected,” and technology has transformed the way we do everything, especially learning.
We now have the ability to connect with people outside a community and within a community. Our world has expanded beyond the four walls of a physical facility and now learning can occur in network facilities, such as the Internet and Intranet.
We can also get information immediately. This technological change allows our culture to know the most up-to-date material. Learning becomes current and relevant.
Technology has done more than enhance our old perceptions of learning; it has transformed it on the whole. Enter: e-Learning.
The concept of “learning” is a significant part of the term “e-Learning.” Now that we have a stronger understanding of learning, we can use this foundation to dive deeper into e-Learning specifically. Our next blog post will consider what e-Learning looks like.
To begin thinking about this next topic, take the short poll below to gauge your thoughts on e-Learning. We want to hear from you!
E-Learning for Beginners: Back to the Basics
(Second in a periodic series)
When I was in grade school, I read a science fiction story about a kid’s education experience. It was set in the future. In this story, he did his homework electronically and sent it to a “virtual” teacher on a screen who then talked back to him in an automated voice as they began lessons for the day.
I remember thinking as a young grade school kid that this was completely thrilling – this technological, virtual world that seemed only to exist in science fiction. The potential of technology was only a thing of the imagination at the time.
Then I grew up. And methods of learning continued to mature, and this incredible world of technology came into full form.
Along with this came a whole new idea of learning that was radically different from the idea I used to hold.
A Tangent: How Change Happens
Let me wander a bit.
I HATE change. Okay, that might be a bit strong, but I don’t usually like it. I tend to fight it. When it happens, I want it to happen slowly. I want it to happen in bite-size pieces.
At the same time, I LOVE some changes. I am in awe of guys like Steve Jobs (for example), who come along and seem to radically revolutionize a process or an entire industry. That’s inspiring.
But that doesn’t make much sense does it? How do I hate change and love it at the same time?
While I struggle with that, I don’t think I’m that much different from most of us. Most of us usually hate change. But we still rush out and buy a billion copies of Steve Jobs’ biography. What does that say?
And I think it’s because of our feelings about change that change TENDS to occur in bite-size steps. Usually, someone comes along and makes a small, incremental change to something and then another small step and then another. It’s rare that someone comes along and remakes something from scratch.
What’s Changed With Learning? Learning v. Training.
For so long, people seemed to use the words “learning” and “training” to mean the same thing. But that has changed and continues to change. “Learning” and “training” are not the same thing.
As we outline in the last post, “learning” is acquiring new skills and knowledge through experience, practice, study, or teaching. This transforms a person’s behavior, beliefs, or thoughts as a whole.
“Training,” on the other hand, teaches a specific skill to accomplish a specific end. This illustrates one form of learning, but there are other ways as well to do learning as well.
So let’s begin with this: How do we do learning?
Considering the factor that measures the success of learning – the OUTCOMES – is a great place to start.
Learning has MEASUREABLE RESULTS. It has outcomes that can be assessed and improved.
This phrase highlights the shift in learning from training to performance. In the old way of thinking, acquiring new skills resulted in being “trained.” Training only goes so far. It can be part of the process of learning, but to see it as learning itself or the outcome of learning falls short. It can be equated with teaching a dog to do new tricks. A skill is taught, but no vision is casted, no goal is set, and there is no room or motivation for innovation.
Learning needs to be performance-minded. Learning RESULTS in performance, and it can be measured and evaluated.
Learning with a performance-focus includes setting goals, instilling personal motivation, internalizing knowledge, and receiving feedback from others. Goals create motivation to perform better and more efficiently. This encourages innovation to think of new solutions and ideas to reach the goal. Acquiring new skills is the practical way to get to where the learner wants to be, and feedback ultimately refines the effort and improves the quality of performance.
What’s Changed With Learning? Where and When We Learn.
Here’s another change. For so long, learning was always equated to the “classroom.” When people talked about “learning,” they had in their heads an image of a traditional classroom, with a teacher, desks and chairs, and chalkboards. And when they talked about advancements in “learning,” they were almost always talking about ways in which that image – the old classroom – could be improved or perfected.
That thinking shouldn’t surprise us. It’s the way things traditionally change (see above).
But what we’re also starting to see is radical change. Learning is changing in a much more drastic way and we will have to stop viewing these changes as the bite-size pieces we might want. Instead of asking how we can make a traditional “classroom” better, we need to focus on how to make LEARNING better! We need to step away from any preconceived notions we might still have that “learning equals classroom” and start over with a blank sheet of paper and design it from scratch. More specifically, we need to step away from defining “learning” with an image of a place and a time (the classroom) and define it instead as the process it is, and thus free ourselves from the constraints of the place and time.
Our next post will talk about the cultural and economic changes that are driving this change and how it’s impacting learning.
Do you see this change? Let us know.
E-Learning for Beginners: Back to the Basics
(First in a periodic series)
People say all the time that our world is constantly changing. Yes, obviously. I see it when my grandparents whip out the iPads at dinner and show me what they’re learning in their Apple classes. Or when my parents check their e-mail on their iPhone and joke about having to keep up with the younger generation. No kidding our world is changing! And we have to continue learning just to keep up with it.
And that’s where it gets interesting. Learning is changing too. And quickly. Learning no longer takes place in a classroom. Learning is not restricted to formal education. Today there is another frontier of learning. It all begins when an “e” in front of the word.
E-Learning.
That “e” represents the entire ELECTRONIC world.
That one letter has HUGE implications – including the evolution of learning itself.
So for those of you who are new to the e-Learning world or for those of you who are experts and want to help welcome others in, let’s set out to clarify a few things. First, we must begin with a basic, working definition of learning. With that foundation, we can build an understanding of e-Learning.
Learning 101
According to the trustworthy Merriam Webster, learning is “the acquisition of knowledge or skills through experience, practice, study, or by being taught.” Agreed. So learning is the result of the intake of new concepts or ideas. This gained understanding leads to application. In short, learning transforms – either habits, knowledge, actions, or beliefs.
Sourced from Big Dog & Little Dog Performance Juxtaposition
Practically, what does learning look like? Consider just a few different outlets – online courses, in-class teaching, reading in a library, being coached on a football field, etc. Learning has so many faces!
At the same time, it is important to understand learning as a complete concept. According to Marc Rosenberg in his book E-Learning, learning is most commonly associated with training. But to see training and learning as the same misses the mark.
Rosenberg states that “training [is] used when it is necessary to shape learning in a specific direction – to support learners in acquiring a new specific skill or to utilize new knowledge in a specific way or a specific level of proficiency, perhaps within a specific time frame” (Rosenberg 5). 
The distinction lies in this: training is one form of learning, but there are also other forms of learning. In other words, all training is learning, but not all learning is training. Learning is bigger than simply learning how to do something mechanically or to a specific end. It changes thinking. Learning is the broader acquiring of knowledge and skills that have transformative effects.
Looking holistically at the concept of learning, it makes sense that the field and process of learning is itself being transformed, especially as we acquire new skills and knowledge about learning and technology. So not only is the world changing and not only do we need to learn new things to keep up, but the ways in which we learn are also changing. We are learning new ways of learning at the same time that we invent even newer ways of learning.
This is the SEISMIC shift. Have you noticed it?
Rosenberg says that learning is changing in the following ways:
- From training to performance
- From classroom to anytime, anywhere
- From paper to online
- From physical facilities to network facilities
- From cycle time to real time
The element of ELECTRONICS as it applies to learning is changing everything. In our next post, we’ll explore these shifts more and consider the value of learning in our technology-driven culture. But for now…what are your thoughts? We can all learn from each other…
Rosenberg, Marc J. E-Learning. New York: McGraw-Hill, 2001. Print.
“Knowledge.” Big Dog & Little Dog’s Performance Juxtaposition. 13 July 1995. Big Dog, Little Dog and Knowledge Jump Production. Web. 20 Jan 2012. http://nwlink.com/~donclark/knowledge/knowledge.html
Changing the Accessible eLearning Perception
We understand the need for “alternative versions” of courses when their purpose is addressing different learning styles or assisting those with particular disabilities. However, creating an “alternative version” of a course for the sole purpose of achieving ADA/Section 508 compliance just doesn’t make sense to us. At the very best, it’s a duplication of effort. At the very worst, it wastes money and produces a flat, monotone course of questionable equivalence to the original.
That is, in our opinion, what an “alternative version” of a course often is – one or more .pdf’s or a vanilla html version with no interactions, videos or knowledge checks. Compared to, for instance, the Flash-based course used by the majority of folks, these “alternative versions” are legal (maybe) – yet boring – substitutes.
We’ve observed that developers often create “alternative versions” of courses for two reasons:
1. Often, “alternative versions” are created because the developer has a comfort level with an authoring tool that simply cannot produce accessible eLearning. Frequently, developers are unaware that the way their authoring tool “achieves compliance” is by “having the developer create an alternative version.” Unbelievable, yet true.
2. Another common reason eLearning developers don’t create a single accessible course: a pre-existing preference for an instructional design that makes producing accessible content difficult.
For example: in one case a developer insisted on using a drag and drop interaction in an assessment. Making drag and drop accessible is possible but was beyond the developer’s know-how; therefore by including this one interaction the entire course was rendered non-compliant. This mandated the creation of the “alternative version” of the course that was ADA/Section 508 compliant.
Two courses were created and maintained when only one was needed. Most companies struggle with keeping one course up to date, let alone two versions of a single course. Is drag and drop really that important?
The good news for fellow accessible eLearning advocates is that the two reasons discussed above are not worth clinging to. They’re based on perception, and most people are glad to change a misguided perception when presented with clear, true alternatives.
That’s what we’re trying to do at CourseAvenue. We’re showing eLearning developers that a course can be interactive and engaging using a single platform that ensures the course is useable for all. We’ve seen firsthand that when provided with instructional design, technical know-how, and an authoring tool that embraces accessibility, developers are open to having one course for all.
We’ve all got to focus on making accessibility so understandable that developers would need a good reason not to create only one course. We need to encourage a paradigm shift within the industry.
Accessible eLearning — One Version for All
Is the eLearning community saying to those with disabilities: “We give up?”
I spend most of my days reviewing eLearning courses and talking with eLearning designers and developers struggling with “Accessibility Issues” (e.g. making them Section 508/ADA compliant). To my dismay, I’ve seen a large number of developers (people and organizations) simply give up. They either:
1) Rely on “not getting caught.” They produce eLearning with complete disregard to accessibility, banking on their ability to whip up accessible versions if needed, or –
2) Produce an engaging (inaccessible) version for most learners and “an alternative version” for those with disabilities.
I believe both strategies are unacceptable.
The first one is obviously illegal, and as the growing number of eLearning accessibility lawsuits prove, “not getting caught” isn’t a viable option for any organization.
The second strategy, in my opinion, is misguided. People with disabilities arguably have the most to gain by eLearning, yet they are increasingly slighted. If the “alternative version” of the content is truly providing the same learning experience, why not give that version to everyone? When I ask an eLearning developer this simple question the response usually trails off quickly: “Well, it really isn’t that…you know…”
Yes. I’m afraid I do know.
We created the Accessible eLearning Leadership Awards to show people there is no need to create alternative versions of eLearning. Interested in seeing what fully accessible eLearning can look like? Here is a screen image of one set of courses by Boost eLearning:
Want to see more?
Take a look at what was built for returning Veterans at http://bit.ly/vaelearning.
My message to the eLearning community: Don’t give up! You can create fully accessible eLearning that is useable by all. It’s the legal — and right –thing to do.
eLearning and Elevators
We think they have quite a bit in common. Yes, they can both raise a person to new heights, but we’re looking at a commonality that’s a bit more grounded.
Both eLearning and elevators must comply with accessibility laws. This compliance is not a one-step process: eLearning providers should no more depend on a “make accessible” button than a building owner should depend on a verbal assurance an elevator is ADA compliant. Building architects don’t leave designing accessible elevators, stairs, and restroom facilities to chance. We can’t say that eLearning designers take the same care.
When the Americans with Disabilities Act was passed in 1990, the learning curve was high. Lawsuits involving lack of handicapped parking and non-accessible elevators abounded. Businesses scrambled to meet the learning curve and understand the specifics of accessibility.
Now, the legal tide is changing direction. We’ve recently seen a surge of lawsuits against organizations that are not providing accessible eLearning. As with any law, ignorance of Section 508/ADA regulations is no excuse.
Accessibility for both eLearning and elevators has many layers. For example, you may believe if an elevator uses Braille signage, it’s ADA compliant. Not so. There are many components to an ADA compliant elevator, starting with the height and location of the call button sign and ending with proper handrails. If one piece is missing, it’s not legally ADA compliant.
It’s the same with eLearning. Accessibility starts at your web site, continues with your LMS and travels to your eLearning content. If one layer is missing, your eLearning is not accessible to all.
CourseAvenue provides eLearning solutions that are Section 508/ADA compliant. We can’t help you with your elevators, but we can guarantee your eLearning will be accessible to everyone.
The Surging Accessibility Lawsuit Tidal Wave
We’re not trying to be “scare mongers,” but we certainly feel compelled to point out real-world ramifications of poor eLearning design and technology. The tidal wave is coming, and recently hit the higher education arena once again. No institution or organization can afford to ignore its danger.
We predicted this in our September 2010 blog post ADA and Section 508 Lawsuit Tsunami. Since then, the 508/ADA lawsuit tidal wave has only increased in size. What is it? Who is threatened by it? And how can it be avoided?
Section 508/ADA is a type of civil rights legislation designed to protect people with disabilities. We’ve seen its effects in things we now consider mainstream: handicapped parking spaces and wheelchair ramps, for example. What is not yet mainstream: accessible and useable eLearning, which is just as vital to the disabled as handrails.
Organizations and institutions failing to provide accessible and useable eLearning for everyone are beginning to drown in lawsuits, payouts and remediation.
Accessibility begins with your organization’s website, continues through your Learning Management System (LMS) and travels to your custom eLearning content. While LMS accessibility is largely the responsibility of the LMS vendor, your custom eLearning is your responsibility. Is it accessible to those with disabilities? Are you relying on a simple “make accessible” check box on your desktop authoring tool? If so, you could join the ranks of major corporations and the VA Administration, who have all faced legal challenges due to website accessibility issues.
CourseAvenue can protect your custom eLearning development from the surging tidal wave of 508/ADA compliance lawsuits. We provide eLearning development software that has Section 508 and ADA compliance built into the technology. With CourseAvenue, there’s no guess work and no risk. We’ll keep the tidal wave from reaching your shores.
Accessible eLearning Leadership Awards
While participating in this year’s Interagency Disability Educational Awareness Showcase (IDEAS) conference, CourseAvenue announced the winners of the 2010 Accessible eLearning Leadership Awards. These awards recognize those organizations that are producing true accessible e-Learning courses – courses that serve both learners who use assistive technologies and those who do not, without the need to create multiple versions of each course. Awards were given in Government, Commercial and Not-for-Profit categories. These industry leaders have demonstrated how the intelligent use of instructional design and technology can produce e-Learning titles in the true spirit of complying with both the Americans with Disabilities Act and Section 508 of the Rehabilitation Act of 1974.
Producing accessible e-Learning has been an elusive goal for many. Although the ADA and Section 508 are federal law, too often compliance is either non-existent or an afterthought. And while those who use assistive technologies arguably have the most to gain from online education, compliance often means, at best, a “plain HTML” or “PDF” version of an e-Learning course. These award winners clearly show that the days of creating separate or limited e-Learning courses to achieve ADA and Section 508 compliance are over.
Congratulations to the recognized leaders for 2010. A donation to Spectrios Institute for Low Vision will be made on behalf of each of the winners.
Government Category
PSI, Inc. – Planned Systems International
“Veterans Affairs’ My Recovery Plan®”
Not-for-profit Category
ILRU – Independent Living Research Utilization
“Foundations of Independent Living”
Commercial Category
Boost eLearning
“Google Search & Gmail”
About the Accessible eLearning Leadership Award
The Accessible e-Learning Leadership Awards recognizes organizations in Commercial, Not-for-profit, and Government categories that demonstrate dedication to advancing the field of Accessible eLearning through successful development and deployment of education materials that meet or exceed the standards defined in the Americans with Disabilities Act and Section 508 of the Rehabilitation Act of 1974. For more information, visit http://www.CourseAvenue.com/Award
As part of recognizing these leading organizations, a donation will be made on their behalf to the Spectrios Institute for Low Vision (www.spectrios.org) – an organization that provides comprehensive visual rehabilitation programs that includes a low vision evaluation, counseling, and teaching the skills of daily living and the use of technology.
GSA eLearning Section 508 Compliance Panel Discussion
I’m pleased to report that the US General Services Administration will be holding a panel discussion on accessibility in eLearning at the GSA’s Section 508 Coordinators Annual Conference this November, 2010, in Gettysburg, PA. Attendees will learn of the requirements, challenges, myths, and best methods for creation of courses that are also fully Section 508 compliant. It is my hope that the attendees will find this information useful in pursuing active validation of eLearning compliance under Section 508.
Section 508 eLearning Compliance Discussion
The panel will include experienced personnel from the USDA, the Department of Education, and other agencies and will be moderated by Joe Gorup of CourseAvenue. They will examine examples of compliant and non-compliant eLearning, and discuss a range of issues, obstacles, and solutions that apply to eLearning under Section 508 accessibility compliance such as
- The causes that contribute to uneven compliance to Section 508, including the wide range of compliance processes between agencies.
- Examples of non-eLearning eLearning such as pure .pdf files; a maze of HTML links; and a .PPT with a play button will be looked at in comparison to examples of what most people agree is truly self-paced eLearning.
- The role of active validation of Section 508 compliance vs relying on standard and guidelines, VPAT’s and the like.
- The effect active validation has on rejection rates for Section 508 compliant eLearning and the downsides of non-compliance will also be examined.
Agencies Take The Lead On Accessibility
It’s good to see these agencies taking an active lead in eLearning accessibility. The acknowledgment of the need for accessibility in eLearning certainly seems to be moving in the right direction, even if slower than I’d like. As authoring platforms become available that allow a single, media rich course to be used for all learners–including those with disabilities–the old excuses of “it can’t be done” become harder (and more costly) to maintain.
