transitions in elearning environments: the australian army diane newton allan ellis

Transitions in eLearning environments:

The Australian Army

Diane NewtonAllan Ellis

Research project

• Research into impact of eLearning • Initial exploratory research-understand

learning context and issues• Historical documents• Trial course evaluations• Observation of classes• Pilot interviews (managers, developers, designers,

instructors)

• Reports and papers

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Why eLearning?Manager interviews:• Minimise disruption to units, trainees and

families• Deliver standardised training across locations

and members, including reservists• Create an instructor surge capacity • Reduce training costs• “Most importantly”, optimise quality of learning

experience: shift from training delivery to learning facilitation

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eLearning transitions• 1993-individuals, Army Doctrine Electronic

Library (ADEL) CD-ROMs • 1996-Strategic support: Defence Efficiency

Review, TECHSIM• 1998-Regional Training Centres, flexible

learning centres• 2000-Training Technology Centre• 2003- Australian Defence Organisation,

Project DOMAIN, Shareable Content Object Referenced Material (SCORM)

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CD-ROMs or Web?

• Soldiers spend time in field training• Limited bandwidth & reliability of Defence

Restricted Network; access to computers and Internet

• Optimise learning experience• ADO directive: ThinQ LMS, Evolution (Outstart)

• Distance Learning (reservists) trial

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Training Command –Army, 2003, ‘Technology Based Training Sampler’

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Animation: safe practical skills problem solving

Training Command –Army, 2003, ‘Technology Based Training Sampler’

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First Aid: compulsory training

Training Command-Army, 2003, ‘Technology Based Training Sampler’

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Scenario problem solving exercise

Army HQ Training Technology Centre, 2004

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Introduction

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Army HQ Training Technology Centre, 2004

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Army HQ Training Technology Centre, 2004

Lesson

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Army HQ Training Technology Centre, 2004

Summary

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Army HQ Training Technology Centre, 2004

Quiz

Course designers and developers

• External pressures-rapid change, change in autonomy

• Learners’ needs-main priority• Changing skill set-new programs & learning

environment• Technical-limited bandwidth, ADO requirements• Cultural-decision-making, authoritarian• Need to build on existing skills, consultation &

communication

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Instructors

• Learners’ needs- main priority• Changing role-‘facilitator’, mentor, changing

skills• Student relationship- less questioning,

control, authority• Learning environment- standardised,

provides background, updating content • Culture- tradition, decision-making• Need for consultation, communication,

flexibility in delivery

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Further research

• Impact on learning (theory, practical & retention in field)

• Impact of different contexts of learning• Students’ characteristics & perceptions• Instructors’ perceptions & role • Measuring effectiveness of eLearning• Relationship with military culture• Online LMS role• Web communications role• ??

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Contacts

Diane Newton

dnewton@scu.edu.au

Allan Ellis

aellis@scu.edu.au

School of Social Sciences

Southern Cross University

Lismore, Australia