The E-learning Curve at Edublogs

Well now. Back from NY and totally energised by my trip to Manhattan. Where were we…? Oh yes -

The methodology I’ll be describing is a generalised account of the type work I carry out when developing and implementing non-formal learning initiatives in organisations - I invite you to argue, discuss, praise etc. as appropriate.

Typically, I consult for small- to mid-sized enterprises in Ireland. The type of learning interventions being discussed here are what I call ‘Information Sessions.’ Information Sessions are learning events designed to disseminate a broad range of knowledge and information about an organisation and its products. The title ‘Information Session’ is carefully chosen: these events are not formal training (see this blog entry), nor are they informal learning; they are informational by definition and design, though they are developed according to a strong instructional design process. The Info Session events are hosted as synchronous, SME-led presentations. The content is repurposed post-event for asynchronous distribution on-demand over the Web, as well as being distributed to learners on DVD-ROM. Information Sessions are distributed in the following formats:

Table 1 Information Sessions format

In the first phase of data collection, quantitative data are collected on every attendee participating in both the live in situ and the synchronous and asynchronous distribution of the events. An E-learning Readiness Survey in the second phase of research is distributed to internal experts who fall under the aegis of what William Horton (2006, p.107) describes as “those who should know” - managers, learning and knowledge professionals, and key stakeholders in the organisation. A representative sample (proportionate to staff numbers) of employees participate in Phase III of the research design. Informed consent is obtained from each contributor by asking them to complete a sign-off statement form in the questionnaire (we’ll get back to the questionnaire) and asking their assent to use their responses before follow-up interviews are conducted.

Note: As the research design follows a case study approach and is based on a learning initiative in a single organisation, I am cognisant of the fact that the potential exists for “individuals’ interests to be affected” (Robson, 2002, p.501) by participating in the research, particularly if their opinion deviates from the corporate policy.

References:

Horton, W. (2006) So how is elearning different? IN: Kirkpatrick, P. & Kirkpatrick, J. Evaluating Training Programs. 3rd ed. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Robson, C. (2002) Real World Research. 2nd ed. Oxford: Blackwell Publishing.

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