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.

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

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.

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.

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.

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.

My eLearning Course Won’t Run

The CourseAvenue Player does not use Java and is therefore unaffected by the Java patch. However, many an LMS  do use Java-based SCORM (Sharable Content Object Reference Model) as a way to connect to the eLearning course player. As a result, trying to launch the player will result in an error that basically tells the user the SCORM (Java) connection can’t be found. The security patch effectively disabled the SCORM interface. Of course, CourseAvenue’s player does not need an LMS to function as it can work independently. However, any bookmarks, etc. that would normally be saved to SCORM would be inoperative.

AICC To The Rescue

If your LMS is set to use SCORM and has been disabled by the Java patch, try setting the LMS to use AICC instead. AICC does not rely on Java and should allow your LMS/eLearning player to function as usual. One of our customers found discovered the issue when a majority of the learners appeared not to have completed their course. Upon closer inspection it was discovered that all had installed the Java security patch and where being informed by the CourseAvenue player that the connection to SCORM could not be established – a smoking gun that a Java issue in the LMS was involved. After a quick call to CourseAvenue, they reset the LMS to use AICC and the issue was resolved.

SCORM vs. AICC in eLearning

Which to use seems to be one of those arguments that hinge on personal preference. But as the Java security patch issue illustrates, AICC clearly has at least one advantage in that it does not rely on Java.

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.

The New Definition of Facilities

Though providing equal access to buildings, restrooms, elevators, and the like has become common and expected, until recently equal access to an organization’s “digital” facilities” has often been more of an afterthought—if thought about at all. The ADA and Section 508 are essentially civil rights legislation aimed at ensuring equal access to people with a disability. Though the acts were initially aimed at access to physical facilities, with the pervasive rise of the internet, wheelchair ramps and wide restroom stalls are not enough. As a result, the ADA and Section 508 now encompass the accessibility (or lack thereof) of websites and elearning.

But I Don’t Have Blind Employees

It’s a common misunderstanding that the ADA and Section 508 only apply if the organization has a blind employee. Wrong. The acts apply to a wide range of disabilities including color blindness, reduced vision, hearing disabilities, and physical disabilities such as the inability to use a mouse or keyboard. In addition, the acts are not restricted to employees but include those in the general public who might use your facilities. Finally, if you operate a business open to the public, or have accepted federal funds, or are a local, state or federal government agency, you are subject to the equal access requirements regardless of whether you have employees with a disability. Again, failure to provide equal access is a civil rights violation and a losing hand in a lawsuit.

Inaccessible Website Costs $6 Million

In brief, Target does business with the public and its website was not fully accessible to people with disabilities. Target paid $6 million and corrected their website. The VA had training courses it’s employees were required to complete. However, the courses were not accessible to employees with disabilities. The VA lost the lawsuit. The list goes on.

Accessible vs. Usable

Faced with the daunting obstacles of creating an accessible course— whether to avoid a lawsuit or to simply provide users an accessible elearning experience—several common methods are used. Unfortunately, many may simply be providing a false sense of security. Creating an accessible course is often not as simple as checking a “make accessible” box; adding some alt text; saving a PDF; or creating a Flash file. These methods may be little defense against the ADA/Section 508 lawsuit tsunami. For example, a “Make Accessible” check box in an elearning authoring tool does not say “Make Section 508 Compliant”! Adding alt text only addresses some elearning accessibility issues, and a PDF or Flash file may be technically accessible but practically unusable.  What is meant by “practically unusable”? A 45 degree wheelchair ramp may be a ramp, but the steepness makes it unusable by someone in a wheel chair and an expensive lawsuit would likely result.

Separate But Not Equal is Expensive

Besides the extra cost and maintenance issues inherent in creating a separate “accessible” version of an elearning course, many simply do not provide the same rich learning experience of the “standard” course it is based on. Then there is the issue of lack of SCORM and AICC conformance. The solution to accessibility as well as usability is to create one course, usable by everyone. Sounds easy, but up until now that meant hand coding by a team of very skilled (and expensive) programmers. Coordinating the complexity of a two-way learning experience to accommodate assistive technology such as screen readers and voice control, while correctly building in appropriate navigation focus,  a glossary, table of contents, and assessment questions is not for the inexperienced or those on a tight budget.

A New Approach

Until now, many organizations were caught between the looming lawsuit tsunami and the expense and time required to achieve ADA and Section 508 compliance. However, there is a new approach that is both affordable and more efficient than maintaining separate course versions. It also enables staff to create courses, rather than a team of expensive programmers. By starting with an authoring platform that has accessibility built in (and is independently certified), your staff can shorten development time while delivering media rich elearning courses that are both accessible and usable by everyone. Better to do the job right the first time and avoid separate course versions that are expensive, hard to maintain, and often an easy target for a lawsuit.