Monday
Sep102001
216 - Learning Over Time: A More Natural Model
September 10, 2001
#216 - - - Sept 10, 2001 - - - 42,041 Readers
*** Elliott Masie's TechLearn TRENDS ***
e-Learning, Training and e-Collaboration Updates
Published by The MASIE Center: http://www.masie.com
Host of TechLearn 2001 - Oct 28 - 31 - Orlando, Florida
Learning Over Time: A More Natural Model
A TechLearn Think Piece
By Elliott Masie, The MASIE Center
We naturally learn over an extended time! While the information transfer,
classroom based course or screen based e-Learning activity may be a one
time event, the learning process always extends. The opportunity for
Learning and Training professionals is to extend our model (and reach)
over a longer timeframe.
This simple notion, that learning should be extended over time, applies
equally to both on-line and classroom offerings. In the case of the
classroom, there is a natural tendency for the instructor and the learners
to view the experience as defined by the start and stop of the class.
What happens after the last moment of sitting is seen as “icing on the
cake” or deeply optional. Yet, we have decades of experience to confirm
that what happens after the learner leaves the class may be the MOST
CRITICAL element in the path to knowledge and performance.
Likewise, there is a tendency to define an e-Learning offering in terms of
the first and last module. While there may be a set of resources and
tools for continuing learning, the footprint of the experience is mostly
defined by reaching (or failing to reach) the last module. Much of
on-line assessment is done within minutes of the last module, often
without time to reflect, apply to real world work or to transfer to the
workplace. Most of the time when I learn something significant on-line,
it takes a few hours or days or weeks to cement that knowledge in my brain
and behaviors.
In both of these modes, technology and evolved training processes provide
the organization and the learner expanded opportunities to extend the
timeframe of learning. Classrooms can be extended with a Digital
Surround, offering on-going access to materials, intense Communities of
Learning/Practice and revised scheduling that may return the learners to a
follow-up session in person or on-line at a defined later date. The last
minutes of the class change dramatically when the learner and the trainer
know that the process is not finished and there is a contract for
continued engagement.
Extending the classroom over time provides a few challenges, in allocation
of resources, time of the instructor and how to administratively “book” an
open-ended learning experience in a Learning Management System. And, it
will change the view of learners and their managers, when the class does
not have a finite ending. However, we can still create a benchmark time
when there is a clear assessment project and the organization can certify
(or not certify) competency. However, the classroom takes on incredible
power when it can be extended over time, with networks of access back to
subject matter expertise, coaching and assessment.
In the same way, e-Learning can also be viewed with a more open-ended
model of time. A learning session can map through months or years, with
varied levels of learner involvement and intensity along the way. In a
few organizations, the learner may move from a Phase I, where there is
expected progress to a Phase II, where the emphasis is more on continuing
learning and update. A learner’s self-concept about a subject might shift
from “I know that!” to “I know and am continuing to Learn about that!”
The extension of learning over time is one of the really exciting
possibilities that e-Learning provides. I would be interested in hearing
from TRENDS readers about how they are “playing” with time in the planning
and delivery of learning programs. Send me a note to emasie@masie.com
We will have a working discussion about extending the footprint of time at
TechLearn 2001 to be held in Orlando, Florida on Oct 28 to 31st. Info and
on-line registration at www.techlearn.com
*** Elliott Masie's TechLearn TRENDS ***
e-Learning, Training and e-Collaboration Updates
Published by The MASIE Center: http://www.masie.com
Host of TechLearn 2001 - Oct 28 - 31 - Orlando, Florida
Learning Over Time: A More Natural Model
A TechLearn Think Piece
By Elliott Masie, The MASIE Center
We naturally learn over an extended time! While the information transfer,
classroom based course or screen based e-Learning activity may be a one
time event, the learning process always extends. The opportunity for
Learning and Training professionals is to extend our model (and reach)
over a longer timeframe.
This simple notion, that learning should be extended over time, applies
equally to both on-line and classroom offerings. In the case of the
classroom, there is a natural tendency for the instructor and the learners
to view the experience as defined by the start and stop of the class.
What happens after the last moment of sitting is seen as “icing on the
cake” or deeply optional. Yet, we have decades of experience to confirm
that what happens after the learner leaves the class may be the MOST
CRITICAL element in the path to knowledge and performance.
Likewise, there is a tendency to define an e-Learning offering in terms of
the first and last module. While there may be a set of resources and
tools for continuing learning, the footprint of the experience is mostly
defined by reaching (or failing to reach) the last module. Much of
on-line assessment is done within minutes of the last module, often
without time to reflect, apply to real world work or to transfer to the
workplace. Most of the time when I learn something significant on-line,
it takes a few hours or days or weeks to cement that knowledge in my brain
and behaviors.
In both of these modes, technology and evolved training processes provide
the organization and the learner expanded opportunities to extend the
timeframe of learning. Classrooms can be extended with a Digital
Surround, offering on-going access to materials, intense Communities of
Learning/Practice and revised scheduling that may return the learners to a
follow-up session in person or on-line at a defined later date. The last
minutes of the class change dramatically when the learner and the trainer
know that the process is not finished and there is a contract for
continued engagement.
Extending the classroom over time provides a few challenges, in allocation
of resources, time of the instructor and how to administratively “book” an
open-ended learning experience in a Learning Management System. And, it
will change the view of learners and their managers, when the class does
not have a finite ending. However, we can still create a benchmark time
when there is a clear assessment project and the organization can certify
(or not certify) competency. However, the classroom takes on incredible
power when it can be extended over time, with networks of access back to
subject matter expertise, coaching and assessment.
In the same way, e-Learning can also be viewed with a more open-ended
model of time. A learning session can map through months or years, with
varied levels of learner involvement and intensity along the way. In a
few organizations, the learner may move from a Phase I, where there is
expected progress to a Phase II, where the emphasis is more on continuing
learning and update. A learner’s self-concept about a subject might shift
from “I know that!” to “I know and am continuing to Learn about that!”
The extension of learning over time is one of the really exciting
possibilities that e-Learning provides. I would be interested in hearing
from TRENDS readers about how they are “playing” with time in the planning
and delivery of learning programs. Send me a note to emasie@masie.com
We will have a working discussion about extending the footprint of time at
TechLearn 2001 to be held in Orlando, Florida on Oct 28 to 31st. Info and
on-line registration at www.techlearn.com
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