# Presentation: 605485

## Learning 101

- Peggy Leung
- February 10, 2005

## Objectives

- Examine the definition of Training and Learning
- Understand differences between Instructional System, Instructional Design, Instructional Development, and Instructional Technology
- Identify the differences between the old learning paradigm and the new learning paradigm
- Clarify eLearning taxonomy
- List characteristics suitable for WBT
- Introduce Blended Solution or Blended eLearning

## Training = Learning? Does Training guarantee Learning?

- Training = One of MANY means to facilitate learning; an external experience we go through using a structural approach called instruction.
- Learning = An internal process by which we take in information and experience and then translate it into knowledge or skills. (Despite the difference among the learning theories, they share the same assumption: Learning = A change in performance as a result of learner’s experience and interaction with the world.)
**	****Marc J. Rosenberg, ASTD TechKnowledge 2004, What Every Manager Must Know About E-Learning**

## Definitions of Instructional Design 

- Instructional System = An instructional system is an arrangement of resources and procedures to promote learning.
- Instructional Design = Instructional design is the systematic process of developing instructional systems. ADDIE –Analysis, Design, Development, Implementation, and Evaluation.
- Instructional Development = The process of implementing the design plans.
- Instructional Technology = the systematic (technology) application of strategies derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems.
**Instructional Technology = ****Instruction Design + Instructional Development**
**	****1996, The University of Michigan, **_[http://www.umich.edu/~ed626/define.html](http://www.umich.edu/~ed626/define.html)_

## Old Paradigm versus New Paradigm

| Categories | Old Paradigm | New Paradigm |
| --- | --- | --- |
| Theoretical Position(Learning Theory) | Behaviorism | Constructivism |
| Learning is defined as a process of ... | stimulus response  | constructing meaning from experience |
| Learner Characteristics | passive recipient of information, respond to stimulus | actively negotiating one’s perception with external world, primary meaning maker |
| Instructor 
Characteristics | transmitter of knowledge, provides stimulus | creator of a rich learning environment, facilitator, mentor, coach, advisor |
| center of knowledge | instructor | learner |
| Instructional Strategies | knowledge is acquired:
- use principles of reinforcement to strengthen or weaken existing behaviors;- use shaping, chaining, fading to teach new behaviors- drill and practice | knowledge is constructed:- social interaction and collaboration- goal-based learning, case-based learning- simulations |
| location | classroom | online and offline |
| training modality | lecturettes/ILT | interaction & participation |
| Philosophical Basis/continuum of epistemologies | Objectivism | Interpretivism |

**Notes:**
OLD PARADIGM
(1)Under the classical conditioning paradigm, an unconditioned stimulus involuntarily elicits an unconditioned response:Ivan Palvo, dogs salivated not only to food, but other inappropriate stimuli:a) food makes a dog salivates.
b) ringing of a bell and bringing food to the dog, the dog salivates.
c) forget about the food and just ring the bell, the dog salivates also.

(2) Instructional strategies:
 Shaping: refers to the reinforcement of successive approximations to a good behavior (positive reinforcement).
(b) Chaining: serves to establish complex behaviors made up of discrete, simpler behaviors already known to the learner, e.g. sentences are added in succession until the entire passage can be repeated without error.
(c) Fading: the desired behavior continues to be reinforced as the discriminative cues are gradually withdrawn: e.g. children tracing alphabets and learn to write.

Objectivism:The epistemological orientation in which reality is assumed to be external to and separate from the knower.

Interpretivism:
The epistemological orientation in which reality is assumed to be constructed by the knower.

Objectivism and Interpretivism are often discussed as polar opposites on the epistemological continuum (philosophical basis).

## What would you say?

- Classroom

- Online Courses

- Behaviorism

- Constructivism

**Notes:**
What would you say?

Classroom = Behaviorism?
Online Courses = Constructivism?
Can an ILT take a constructivist approach?
Have you taken a behaviorist page turning online courses?

Therefore, training modalities have NOTHING to do with the learning theory behind. It is the instructional strategies that tie directly to the learning theory.

## eLearning Definition

- a training modality ...
- “The use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance.”

- Marc J. Rosenberg, Ph.D. (2002). The Changing Face of E-Learning,

## eLearning Benefits

- Benefits:
- Save $$$
- Scalable
- Speed
- Enhanced business responsiveness
- Instantly updateable and distributed to everybody
- Distribute consistent and standard messages
- 24x7 learning
- Builds community, human and interactive

- Marc J. Rosenberg, Ph.D. (2002). The Changing Face of E-Learning,

**Notes:**
Save $$$:
- refer to travel cost
- total cost per learner decreases as the total number of assumed learners increases BUT never underestimate cost like: content design and development, media development (video/audio/virtual campus), web programming) 

## eLearning

- Three major market segment under e-Learning:

- COTS

- Services

- Delivery

- Content

- LMS

- CoP

- Edu

- IT

- Hosting

- Larry Bielawski and David Metcalf (2003) Blended eLearning, p.9, HRD Press

- _eLearning Taxonomy_

**Notes:**
The e-Learning industry has three market segment:
 Learning Content:these are organizations that offer:	(a) online courses (commercial off-the-shelf courses, like SkillSoft or customized courses), 	(b) multi-media outsourcing (graphics, video, sound, and animation),	(c) online assessments.

	(Developers MUST consider instructional design and its integration into building e-Learning courses.)
(2) Learning Delivery or Infrastructure Solutions:	(a) LMS	(b) LCMS	(c) Authoring Tools	(d) Collaborative Applications	(e) Specialized technologies, such as learning related testing, assessment, and reporting mechanism.

Learning Services: refers to the value-added services to assist in the development, design, deployment, integration, management, and support of a total learning solution:	(a) strategic and educational consultant	(b) technical consultant	(c) hosted ASP	(d) mentoring services

## Web-Based Training (WBT)

- Web-Based Training (WBT) is the integration of instructional practices and Internet capabilities to direct a learner toward a specified level of proficiency in a specified competency.
- Instructional Design principles:- customizing content to meet the needs of a defined audience.- logically sequencing material to reinforce those objectives.- basing navigational options on existing and desired skill and knowledge of learners.( maybe via pre-assessment)- designing objective-based, interactive learning activities students must complete to 	receive some sort of evaluation. (maybe via post-assessment)
- 	Kerri Conrad & TrainingLink (2000). *Instructional Design for Web-based Training*, p.11, HRD Press

**Notes:**
A well-known example of an eLearning is WBT.

## Characteristics Suitable for WBT (Perfect Candidates)

- Audience:
- Learners should have basic computer and Internet knowledge.
- Learners should have adequate competency in accessing and navigating a web course.
- Large population (the greater the enrollment, the lower the delivery cost per learner)
- Learners are geographically dispersed (for regional training)
- Both learners and instructors cannot afford (time) to be away from work.
- Both learners and instructors cannot afford (cost) associated expenses including travel and lodging.
- Training Content:
- > 3+ times offering (high course life).
- Dynamic content requires several changes (high revision frequency).
- Presentation consistency is important.
- 	Kerri Conrad & TrainingLink (2000). *Instructional Design for Web-based Training*, p.15-18, HRD Press

## Blended Solutions or Blended eLearning

- Blended Solutions is an instructional model that mixes the traditional instructor-led learning (ILT) with some type of online learning activity (eLearning). Therefore, it may be more appropriate to call it Blended e-Learning model.

**Notes:**
-latest buzzword
- but: What are the best ways to blend delivery types? When do you blend? What blends best with what?

## Blended eLearning 

- From a business perspective, a Blended eLearning approach is driven by organizational and performance objectives.
- To accomplish certain efficiencies, eLearning must be integrated with other learning (including ILT), knowledge transfer, and performance improvement approaches.
- As a result, it only makes sense to expand the Blended eLearning definition to include performance support (job-specific) and knowledge management (Communities of Practice, lessons learned database, and best practice repositories).

## Blended eLearning Benefits

- Benefits
- ScaleLike e-Learning, Blended e-Learning promises to reach global size audience
- SpeedLike e-Learning, Blended e-Learning promises to quick deployment to reach thousands people simultaneously.
- CostBlended e-Learning allows program manager to select the lowest cost media to solve the given challenge. Information is expensive to develop, but inexpensive to reproduce.
- ComplexityTraining challenges are often too complex for a single WBT or a PowerPoint-based Webinar. Different problems require different solutions. Using a mixture of media and delivery methods are the only “bullet-proof” solution.

**Notes:**
Blended e-Learning:Enhancing  classrooms with computer-aided instruction offers creative ways of delivering information and stimulating collaborative learning.

## Chicken first or Egg first?Is e-Learning replacing Blended e-Learning?

- Does it matter? Or is it more important to understand that: ***“Blended e-Learning is simply a natural evolution of e-Learning into an integrated program of multimedia applied toward a business program in an optimum way.”***
***	******Josh Bersin (2003). What Works in Blended Learning. ***_[http://www.learningcircuits.org/2003/jul2003/bersin.htm](http://www.learningcircuits.org/2003/jul2003/bersin.htm)_

## So, this is what today’s Learning and Training look like ...

## Just 		joking....

- 	With the variety of training modalities, learning models are mixed and blended to go beyond training to hit the core knowledge and performance models.

## Example of a performance model

- Prior to ILT                                        On-the-Job

- Prepare

- Tell

- Show

- Let

- Help

- Larry Bielawski and David Metcalf (2003) Blended eLearning, p.94, HRD Press

**Notes:**
Prepare Me:
e-mails, meetings, sponsor briefings: executive summary

Tell Me:
ILT Conceptual presentations
Self paced WBT

Show Me:
Simulations
LiveMeeting
Recorded Sessions

Let Me:
Simulations

Help Me:
FAQ
Online Help
Tutorial
Job Aids

## Now, it’s time to dive into Blended eLearning!