Last week, Laura Layton-James stumbled upon my post Online courses must die! and she left a wonderfully detailed comment.
I was so enamoured with what she wrote that I feel compelled to repeat it here…
An excellent post Ryan. When running courses on how to create engaging eLearning (concentrating on the self-study module) we concentrate on designing, as Cathy Moore puts it, experiences. To me it’s a total waste of time reposting the information that already exists somewhere on the intranet in a pdf. As you say, a waste of resources when L&D’s expertise as learning consultants (which is what we are) can be put to better use creating those skills based activities that will test application rather than regurgitate facts and figures.
Unfortunately, the blame (if we have to lay blame) lies with the increasing need to tick boxes. It seems that if we just point people in the right direction for the information we can’t be sure they’ve read it. So we think the solution is to type it all up again in shorter chunks and ask them a load of questions which only tests immediate recall.
If it’s eInformation / eReference that’s needed, that’s fine. We can make that more visually appealing and easier to read on screen. We can even make it more enjoyable to view in the form of videos or podcasts.
Where the real learning takes place is in the analysis of the material in relation to a specific work-based problem. A problem that the learner is likely to face in the workplace.
An example I use is the mandatory fire safety course. It tends to be boring when done in the classroom where facts upon facts about the fire triangle are poured into learners’ heads. If they’re listening carefully enough they might be able to answer some questions on the fire triangle and what constitutes fuel, heat and oxygen (I’m still not sure if I’ve got it right). Tell me, in a fire how many people will be standing there pondering on the fire triangle. Really what would do us more good is to either assess realistic risks, or evacuate safely in the event of a fire.
Encouraging more of a user-generated and peer-to-peer learning environment may not be to everyone’s taste so a VLE such as Moodle will give more control. But L&D’s real and untapped value will be in the nurturing of learners, working with SMEs to provide digestible chunks of information, designing bite-sized resources and providing study guides and recommended personal learning plans so learning becomes more individual and task based.
Definitely, why force individuals to go through the same mandatory content year after year when all they may need is a yearly, skills based assessment. If that assessment highlights skills gaps then a more flexible learning programme will make sure individuals learn only what they need not what they don’t.
It’s no longer about what we know but more about where to find the information and apply it to tasks.
I couldn’t agree more.
Thanks Laura!
E-Learning Provocateur 
Thanks Ryan…. let’s build those soap boxes higher rather than jump off. As you say “vive la evolution”
hi Ryan,
My name is Peter Styles, Content Editor of UK e-learning specialist Brightwave. We fully support many of the points you make in ‘Online courses must die’.
This article explores similar themes in terms of making e-learning more learner centric:-http://bit.ly/fExX7a.
It would be interesting to hear other views on this topic, and how the industry should be proceed in order to consign ‘the age of next buttons’ to history.
Sincerely,
Peter Styles, Brightwave, Brighton
Thanks Peter.
I particularly like the 7 learner-centric design tips that you conclude with in that post.
It’s great to see so many of us on the same page.
Vive la evolution!