1

The Workplace eLearner: Designing and delivering eLearning into the workplace

Keith Tyler-Smith

eProject Manager, TANZ

ITF Research Forum2nd Vocational Education

Research Forum 2005Presentation

2

Technology & LearningTechnology & Learning

3

QuoteQuote

“There has been a dramatic shift in recent years away from viewing educational institutions as the principal places in which learning occurs towards a recognition of the power and importance of the workplace as a site of learning.”

(Boud, D. (Ed.) (1998) Current Issues and New Agendas in Workplace Learning. Adelaide: National Centre for Vocational Education Research)

“There has been a dramatic shift in recent years away from viewing educational institutions as the principal places in which learning occurs towards a recognition of the power and importance of the workplace as a site of learning.”

(Boud, D. (Ed.) (1998) Current Issues and New Agendas in Workplace Learning. Adelaide: National Centre for Vocational Education Research)

4

Presentation OutlinePresentation Outline

Polytechnics & workplace learning Case Study Project background Project team approach Development process Workplace learners Course design Delivering training into the

workplace Applying new learnings Re-thinking the design Dramatised interactive scenarios Conclusion

Polytechnics & workplace learning Case Study Project background Project team approach Development process Workplace learners Course design Delivering training into the

workplace Applying new learnings Re-thinking the design Dramatised interactive scenarios Conclusion

5

Polytechnics/Industry RelationshipsPolytechnics/Industry Relationships

Historically, polytechnics, industry, business & public sector have an extensive & close relationship e.g: Polytechnics provide entry

level workers Cooperate to place learners

into internships, clinical placements, apprenticeships, work experience etc.

Industry representatives on curriculum advisory boards

Historically, polytechnics, industry, business & public sector have an extensive & close relationship e.g: Polytechnics provide entry

level workers Cooperate to place learners

into internships, clinical placements, apprenticeships, work experience etc.

Industry representatives on curriculum advisory boards

Industry guidance with curriculum design & applied qualifications

Industry & business specialists as guest tutors/ examiners

Industry guidance with curriculum design & applied qualifications

Industry & business specialists as guest tutors/ examiners

6

“...too rigid, too expensive, unresponsive and not really equipped to develop and deliver programmes that are tailored to the client’s specific needs”

“...too rigid, too expensive, unresponsive and not really equipped to develop and deliver programmes that are tailored to the client’s specific needs”

Delivering into the workplaceDelivering into the workplace

Delivering training and education into the workplace is a different story

Polytechs seen by some as:

Some workplace training/education developed & delivered by polys, but unsystematic & patchy

7

Polytechnic ConstraintsPolytechnic Constraints

Polytechnics operate under many constraints such as: Differences in funding structures eg EFTS vs ITO

funding Institution admin, management & financial systems

geared to EFTS funding structures Not well set up for “one off” customised course

development & delivery Recovery of high institution overheads drives up costs Little fat in poly sector to develop/deliver training

outside normal classroom-based operation

8

Change in Learning LandscapeChange in Learning Landscape

Technology & globalisation driving change in all spheres

Competitive edge now dependent on smarter, change-responsive workforce

Skill shortage means development of existing staff now key to retention and recruitment

Learning needs of those in workforce for career advancement, career change & upskilling

Traditional poly demographic changing Working life no longer 9-5 day/5 day week norm Part-time night/block courses no longer suit many

9

QuoteQuote

“In an era of lifelong learning universities [and polytechnics], in

the industrialised world will be marginalised unless they are

efficient and flexible enough to meet today’s myriad educational

and training needs” Daniel, J.S. (1996), 'Implementing a technology strategy', ch. 8 in Mega-

Universities and Knowledge Media: Technology Strategies for Higher Education, Kogan Page Ltd, London, pp. 136-65

“In an era of lifelong learning universities [and polytechnics], in

the industrialised world will be marginalised unless they are

efficient and flexible enough to meet today’s myriad educational

and training needs” Daniel, J.S. (1996), 'Implementing a technology strategy', ch. 8 in Mega-

Universities and Knowledge Media: Technology Strategies for Higher Education, Kogan Page Ltd, London, pp. 136-65

10

Traditional method of off-job workshop, seminar type workplace training seen by some as not effective in skills/knowledge transfer to workplace

Workplace LearningWorkplace Learning

“... a loss of US$90 billion to business because of the failure for more than approximately ten per cent

of training transfer to succeed.” Detterman, D. K. (1993) The case for the prosecution:Transfer as an epiphenomenon. In D. K. Detterman & R. J Sternberg (Eds), Transfer on trial: Intelligence, cognition and instruction. Norwood, NJ: Ablex.

“... a loss of US$90 billion to business because of the failure for more than approximately ten per cent

of training transfer to succeed.” Detterman, D. K. (1993) The case for the prosecution:Transfer as an epiphenomenon. In D. K. Detterman & R. J Sternberg (Eds), Transfer on trial: Intelligence, cognition and instruction. Norwood, NJ: Ablex.

Cost of off-job training, including cost of training, loss of productivity, cost of travel etc. a barrier

11

Web Technology Enabled LearningWeb Technology Enabled Learning

eLearning technologies offer polytechnics an opportunity to effectively deliver highly applied, contextualised and personalised workplace learning

Web-delivered, technology enabled learning offers workplaces the opportunity of increased skills, expertise & knowledge transfer through: learner centred education/training convenient learner access extended learning time frame ongoing peer/tutor interaction & communication workplace contexualised & applied learning

12

Case StudyCase Study

Comparison between original pilot project funded by Skill New Zealand: The National Certificate in First Line Management –

level 4 (online) Delivered to Meat Inspector Supervisors in 80

meatworks throughout NZ And eCDF project

The National Certificate in First Line Management – level 4 (online)

Delivered to Public Sector employees throughout NZ Corrections, Local Government, DIA, Police, NZQA & Fire &

Rescue

13

TANZTANZ

Tertiary Accord of New Zealand Two NI & two SI Polytechnics /

Institutes of Technology Manakau Institute of Technology (MIT) Universal College of Learning (UCOL) Christchurch Polytechnic Institute of

Technology (CPIT Otago Polytechnic (TekOtago)

Tertiary Accord of New Zealand Two NI & two SI Polytechnics /

Institutes of Technology Manakau Institute of Technology (MIT) Universal College of Learning (UCOL) Christchurch Polytechnic Institute of

Technology (CPIT Otago Polytechnic (TekOtago)

14

Project BackgroundProject Background 2001 ASURE NZ & PSTO approach TANZ to develop

& deliver NCFLM level 4 Wanted an online solution to dovetail with their

intranet document management system Widely distributed workforce - cost of off job training

too much Wanted an identifiable career path opportunity for

meat inspector supervisors Faced with ageing supervisor group (average age

45+) – qualifications not recognised outside industry Needed to encourage greater level of “churn” in

ASURE workforce

15

Development of PilotDevelopment of Pilot

TANZ project, but lead by CPIT Project designed & delivered in very

short timeframe – March to June 2002

Involved Front End Analysis (FEA) with stakeholders & reference learner group

Usability tested with reference learner group

Developed using Blackboard as LMS Initially used a traditional distance

learning approach to course structure

TANZ project, but lead by CPIT Project designed & delivered in very

short timeframe – March to June 2002

Involved Front End Analysis (FEA) with stakeholders & reference learner group

Usability tested with reference learner group

Developed using Blackboard as LMS Initially used a traditional distance

learning approach to course structure

16

Team approach to design & development (all part-time) Project manager eLearning designer/Web

Developer (prior to Sweden)

Content writer Web developer/ LMS

Administrator

Team approach to design & development (all part-time) Project manager eLearning designer/Web

Developer (prior to Sweden)

Content writer Web developer/ LMS

Administrator

Team ApproachTeam Approach

Project Team visits PPCS Belfast Meatworks

17

Design & Development of PilotDesign & Development of Pilot

Rapid prototyping approach to design & development: learners, subject experts,

designers, developers & course facilitators interact in continuous review/revision cycle

used learner feedback and evaluation to improve

redesigned & updated while delivering early units

deliberately designed to enable easy re-contextualisation to different industry

Rapid prototyping approach to design & development: learners, subject experts,

designers, developers & course facilitators interact in continuous review/revision cycle

used learner feedback and evaluation to improve

redesigned & updated while delivering early units

deliberately designed to enable easy re-contextualisation to different industry

18

Pilot Course ArchitecturePilot Course Architecture

ToolkitWorkbook

Activity TemplatesArticle

Case studySelf-test quiz

Workplace

Module #1Pages 1-11

[learning unit screens]

Module 2Pages 1-9

[learning unit screens)

Module #3Pages 1-10

[learning unit screens)

Module #4Pages 1-7

[learning unit screens)

Assessment activities

Module #2

Assessment activities

Module #4

Assessment activities

Module #1

Discussion &

sharingspace

Assessment activities

Module #3

Course Intro[Topic

overview, learning

outcomes, course

schedule, assessment schedule]

19

Experience so farExperience so far

Programme went live in June 2002 First cohort of 32 just completed full

programme Second cohort of 55 ¾ through 3rd cohort to start in 4 weeks time To date 87 have engaged in the

programme 11 have dropped out of which 6 have re-enrolled

Feedback from learners & organisation shows significant value add

Programme went live in June 2002 First cohort of 32 just completed full

programme Second cohort of 55 ¾ through 3rd cohort to start in 4 weeks time To date 87 have engaged in the

programme 11 have dropped out of which 6 have re-enrolled

Feedback from learners & organisation shows significant value add

20

Learner FeedbackLearner Feedback

“I also got quite frustrated when I got busy at work and couldn't work on it as much as I liked but this is not a reflection on the course, I have compared it at times to a good novel, once you pick it up it is hard to put it down.”

“I have enjoyed doing this course so much and have got so much out of it that I am considering continuing on with some other form of training/self improvement when I am finished.”

“I have learnt some new ways to tackle issues, understand that I have already been doing a lot of things the corect way and learnt new ways to approach issues .  Also there are a number of new skills I have developed because of this

course.”

21

Client FeedbackClient Feedback

This is an applied, realistic programme that our staff can use immediately to improve their impact on achieving our business objectives, and the seamless service provided by TANZ has enabled us to continue to concentrate on what it is we do best."

Simon Norton

Organisational Development Manager,

Asure New Zealand

22

Things learnedThings learned

First time eLearners face multiple steep learning curves at start

1. Negotiating the technology – skills & confidence2. Negotiating the LMS platform – web navigation skills3. Negotiating the content – no formal learning for most

for many years4. Negotiating the “loneliness of the long distance

eLearner” Can result in acute anxiety & learner walking away Perseverance pays off – confidence grows &

learner’s skills, motivation, involvement, participation & progress rises dramatically

Once learner is engaged can be life transforming

23

Things learned (cont.)Things learned (cont.)

Adult learners are goal focused – want to know what it is they actually have to do upfront

Already have experience want to access content as they need it – not necessarily how the course designer says

Online conversation designed for minimal use but rapidly grew in importance - seen as important to share knowledge & experience

Involvement & support of line managers crucial Workbooks too cumbersome Learning & assessment activities located & applied in the

workplace provide authentic, meaningful & context specific results

24

2004/05 eCDF Project2004/05 eCDF Project

TANZ & PSTO submitted proposal to TEC’s eCDF in September 2003

Contract awarded in December 2003

Project began in March of 2004 First funding received in June

2004 Programme went live in August

2004

TANZ & PSTO submitted proposal to TEC’s eCDF in September 2003

Contract awarded in December 2003

Project began in March of 2004 First funding received in June

2004 Programme went live in August

2004

25

eCDF Project ProposaleCDF Project Proposal

Contextualise National Certificate in First Line Management - Online (NCFLM - O) for Public Sector

Develop an additional range of high usage Unit Standards for FLM & Health & Safety for use in other offerings of NCFLM-O or other qualifications

Deliver online into a range of Public Sector Organisations Test a range of learner support and degrees of

“blendedness” options Research and evaluate the development and delivery

process and outcomes Develop a range of technical, content & repository

standards & specifications

26

Project ObjectivesProject Objectives

Five objectives:1. Provide a range of Unit Standards in an online

format that will expand employees access to industry training & increase capacity and capability

2. Develop delivery models to increase effectiveness of workplace education & training

3. Course design to ensure transferability & reusability of learning materials & delivery models

4. Develop repository guidelines, specifications & criteria to ensure transferability, reusability & currency

5. Provide learnings and information back to key stakeholders & sectors

27

Team ApproachTeam Approach

Same project team work on programme

Full time Project Manager Dedicated eLearning Designer

(living in Sweden) Contract Writer Half-time web developer/LMS

Admin Contract Facilitators (one in

Brisbane)

Same project team work on programme

Full time Project Manager Dedicated eLearning Designer

(living in Sweden) Contract Writer Half-time web developer/LMS

Admin Contract Facilitators (one in

Brisbane)

28

Applying New LearningsApplying New Learnings

So changed the course structure “What you have to do” up front

So changed content navigation to provide printable but easily navigated pages

So introduced an online orientation module & F2F technical workshop

So changed to worksheets at end of each section

So made discussion central to learning activities

So changed the course structure “What you have to do” up front

So changed content navigation to provide printable but easily navigated pages

So introduced an online orientation module & F2F technical workshop

So changed to worksheets at end of each section

So made discussion central to learning activities

1. Adult learners already have experience - want to access content as they need it – even non-sequentially

2. Learners want to print off content & struggle with navigation

3. First time eLearners need more support at start

4. End of module workbooks too cumbersome – take too long for feedback

5. Online discussion is important

1. Adult learners already have experience - want to access content as they need it – even non-sequentially

2. Learners want to print off content & struggle with navigation

3. First time eLearners need more support at start

4. End of module workbooks too cumbersome – take too long for feedback

5. Online discussion is important

29

Redesigned Course StructureRedesigned Course Structure

Discussion & sharingspace

What you needto do:

Assessment Activities

Module #1

Module #2

Module #3

Module #4

Resources

Work SheetsActivity Templates

ArticleCase study

Self-test quiz

Course Intro[Topic overview, learning

outcomes, course schedule, assessment

schedule]

Module #1Hyperlinked &

printable

Module #2Hyperlinked &

printable

Module #3Hyperlinked &

printable

Module #4Hyperlinked &

printable

Workplace

30

Changes MadeChanges Made

Addition of interactive dramatised scenarios

Low Threshold Applications (LTAs) used to overcome workplace technology issues i.e. HTML, photos & audio

Scenarios based around team in core public service

Used to illustrate issues of: Workplace Relationships Managing Conflict Team Building Problem Solving

Addition of interactive dramatised scenarios

Low Threshold Applications (LTAs) used to overcome workplace technology issues i.e. HTML, photos & audio

Scenarios based around team in core public service

Used to illustrate issues of: Workplace Relationships Managing Conflict Team Building Problem Solving

31

Experience so farExperience so far

Frequent f2f workshops planned to support online delivery - apart from first few, attendance very low, not needed by most

Public sector varies greatly in culture, context & technical infrastructure: eg DIA has 8+ business units – all

with different cultures & ITC Silo nature of & email anxiety in

Public Sector - barrier to online Discussion

Frequent f2f workshops planned to support online delivery - apart from first few, attendance very low, not needed by most

Public sector varies greatly in culture, context & technical infrastructure: eg DIA has 8+ business units – all

with different cultures & ITC Silo nature of & email anxiety in

Public Sector - barrier to online Discussion

32

AttritionAttrition

90 started 40 still going 3 categories for withdrawals:

enrolled, but not started started, but stalled early got started, fell behind then quit

Reasons given: “volunteered” by manager thought it would be variation on

workplace assessment own workload too much overwhelmed by technology at the start lack of support from manager/

organisation

90 started 40 still going 3 categories for withdrawals:

enrolled, but not started started, but stalled early got started, fell behind then quit

Reasons given: “volunteered” by manager thought it would be variation on

workplace assessment own workload too much overwhelmed by technology at the start lack of support from manager/

organisation

33

ConclusionsConclusions

eLearning into the workplace does work providing learners get right support at start

Organisation and line manager support is critical eLearning suits younger workers – digital refugees

struggle at start, but get it if supported eLearning in the workplace now feasible Technology, skill shortages & trad training costs are

primary drivers Polytechnics need to rapidly develop skills, capability

& new financial/admin models to provide tailored training/education for workplace contexts

34

Questions???Questions???

TANZ Website

www.tanz.ac.nz

35

Alliance Laneville (3)Alliance MakerewaBlue SkyPPCS Kennington

PPCS BurnsidePPCS FinegardAlliance Mataura (2)PPCS Waitane

PPCS Mossburn Alliance SmithfieldPPCS Pareora (2)Alliance Pukeuri

PPCS BelfastAlliance Sockburn

Alliance Nelson

Taylor Preston

Riverlands ElthamAffco ImlayRichmond Hawera

Te Kuiti Meats

Richmond DargavilleAffco Moerewa

Affco Rangiuru

Affco Wairoa

Richmond Te Aroha

Progressive Hastings

Richmond TakapauAlliance DannevirkeRichmond Oringi

Affco Horotiu

Clover Meats

Meatworks serviced by ASURE NZ

36

First-Time eLearner’s JourneyFirst-Time eLearner’s Journey

Progress through Programme

High ConfidenceHigh ComfortLow Anxiety

High Motivation

Low ConfidenceLow ComfortHigh Anxiety

Low Motivation

Low Skill LevelUnconsciously -

UnskilledDon’t know what they don’t know

Higher Skill LevelConsciously -

SkilledKnows how to find out about what’s

not known

Becoming an eLearner

Negotiating content

Negotiating LMS

Negotiating technology

In

crea

se i

n e

Lea

rnin

g c

apab

ilit

y