C2 Workshop's E-Learning Blog

Indian E-Learning Outsourcing Industry – Trends and Insights

From revenues of approximately USD 341 million at the end of calendar year 2008, the Indian e-learning outsourcing industry is estimated to grow to USD 603 million by end of calendar year 2012. This and other insights, analysis and trends on the Indian e-learning industry are featured in the report titled “e-learning Outsourcing 2009: Advantage India” recently released by ValueNotes, an end-to-end provider of business intelligence, information and research products and services.

Some highlights of the study:

- Though growth will be subdued till 2010 owing to recession, the market will recoup and grow at a Compound Annual Growth Rate (CAGR) of 15% till 2012.

- The employee strength in the industry will grow at a CAGR of 12%, thereby reaching 22,400 by end of 2012 from the estimated 14,200 at the end of 2008. The employee growth is projected to be lower than revenue growth for the period 2008 to 2012 due to factors like better resource utilization and increasing of “productization” of commoditized, low-end e-learning services. The upside of this trend is that the industry will see a greater revenue generation per employee.

- Content development and repurposing, instructional and visual design, programming and content customization are the most commonly outsourced services to India. On the other hand, higher end services like training needs analysis and strategic decision making, storyboarding and curriculum design are not usually outsourced to India.

- Corporate buyers of e-learning are the most targeted segment by Indian providers, followed by the Education segment. Challenges in dealing with its agencies make the Government segment the least targeted.

- US and UK will be the two most targeted markets by Indian providers over the next 4 years. The hitherto ignored Indian market will be looked at more aggressively.

- Indian providers will consider acquisitions and strategic partnerships (both domestic and international) to gain onshore marketing and/or delivery capabilities.

E-Learning for Disabled Learners

Sarika is a professional at a software company. And like most professionals, much of Sarika's time is spent hunched over the computer. But there is a catch. Sarika is blind. But that does not stop her. Here's why. Sarika uses a screen reader to comprehend on-screen matter. She generates a combination of both speech and Braille output that allows her to go through documents in a jiffy. The good news is Sarika recently opted for a browser that better co-ordinates on-screen display with audio and Braille renditions of the same.

Harish is a reader at the local library. He is deaf. A few weeks back he, along with other staff, had to enroll for a multimedia online training program on better managerial skills. Harish sailed through it. His savior? Technology again. With all of the extensively used audio inputs transcribed, synchronized captioning of audio, and description of video, Harish did not falter an inch. What is more, the in-built chat rooms on the program allowed Harish to effectively communicate with other participants.

A miracle you say. Those at the other end of the spectrum call it technology. So how have they done it? With the help of assistive technologies or products. Simply put, assistive technologies enable people with disabilities to complete tasks just like any ordinary person would - without any hassle or difficulty. When added to computers, assistive technologies become adaptive software or hardware - i.e., products that adapt to the necessity at hand. They are often used together with text browsers, voice browsers, multimedia players, or plug-ins. The most common types are alternative keyboards or switches, Braille and refreshable Braille, scanning software, screen magnifiers, screen readers, speech recognition, speech synthesis, text browsers, and voice browsers. No wonder Sarika and Harish are able to live and work normally.

In short, because of these technologies e-learning has opened new doors for those who thought there was no way out.

In fact, today e-learning carries immense potential to overcome physical barriers, improving, as it does, access to those with learning disabilities. Even a few years back these same scenarios would have been unimaginable, relegating many a bright mind to dark corners, making them reach only predefined potentials. With technology all of that has gone for a toss. In fact, from allowing people to just "read or see" off a screen, e-learning technology has evolved into a set of interactive multimedia applications, allowing many a differently-abled person to reach his/her full potential.

The result? A whole new world indeed.
Encore anyone?

(Banshori Bhattacharya is Instructional Designer at C2 Workshop)

Useful Web-based Tools for Teaching / Learning Process

With the advent of technology, traditional classroom has paved way for blended learning, where white board not merely replaces black board, but allows an array of multimedia presentations, taking the students to realistic scenarios through simulations and virtual reality.

C2 Workshop makes you realize your dream by developing content that walks you through hard to imagine situations. Okay, now you have content that matches with the expectations of 21st century audience. How would you make it more effective? How can you, apart from interacting with the audience, be they students, or employees, engage them during and after the class?

The answer to the above questions can be realized by using some of the web-based tools. Now I am going to present important web-based tools that enhance collaboration and paves way for emergence of new ideas and innovations vital for current scenario.

The 3 essential Cs required to face challenges of tomorrow are:
• Creativity
• Competitiveness
• Collaboration

The 3 tools /service I am going to present now are:
• WebQuest
• SQWorl
• Anki

Let me first introduce WebQuest a pedagogic tool that enhances the teaching and learning process. It enables the faculty to give an engaging assignment by offering a framework that is flexible for all subjects. WebQuest is based around a genuine, feasible and interesting task requiring higher order thinking such as analysis, synthesis, application, judgement and creativity.

WebQuest template can be accessed from http://webquest.sdsu.edu/LessonTemplate.html

The main features of the framework applicable for all the subjects are:
• Top (Title Page)
• Introduction
• Task
• Process
• Evaluation
• Conclusion

The evaluation section suggests how the students’ performance must be evaluated for each of the stated objectives. Thus WebQuest enables teachers to work with individuals and groups during and after the class period. After teaching through technology enabled blended method, WebQuest can be used for giving assignments / project work to students.

My research work at C2 Workshop, made me look for a tool where all important references under one category can be grouped. Though social book mark tools such as Delicious, Digg, Technet are all there, Sqworl an online service enables one to present all important URLs of particular category in one group.

One can access the on-line service at http://www.sqworl.com/index.php. A simple PPT, created by me explains how to go about creating the public link for any one category.

Though higher order cognitive skills of Bloom’s Taxonomy for Digital Education such as synthesis, evaluation, creativity are given more weightage in today’s competitive world, one cannot overlook the importance of remembering essential things, which is required for any successful learning endeavour.

Anki, a software, serves as a learning tool to improve the basic skill of cognitive domain, as it provides an opportunity to review the lessons in specific intervals of time defined by the user. Anki can be used online from  http://anki.ichi2.net/account/other or by offline as a desktop application by installing it on your desktop from the following link - http://ichi2.net/anki/download

It can also be accessed on smart phones such as iPhone.

(Dr.Kumuda Gururao is Learning Consultant at C2 Workshop)

C2 Workshop partners Epignosis

C2 Workshop has entered into a partnership with Epignosis LTD to resell their flagship product “eFront” in India. eFront is an easy-to-use, visually attractive, SCORM compatible, eLearning system. eFront's implementation enables both personalized and community learning, and supports the principles of collective knowledge. eFront caters to the unique needs of Enterprise, Educational, Open-Source and Proprietary learning, combining the best of all worlds.

Epignosis LTD (a member of Vtrip Group of companies), is headquartered in Aspropirgos, Attica, Greece.

Learning Styles

A fact I have realized over the years is that learning anything is like learning to drive a car. You can't get to change gears or kill the engine unless you are actually sitting in the driver's seat. As in, no one can teach you to drive while you are busy adjusting the rear view mirror. You have to be in the thick of things. But there is also another thing that I realized... we all learn differently. Each and every individual picks up things differently. This was ever the more apparent to me when I watched my 2 year old daughter play with my niece. While my niece picked up her ABC's while repeatedly playing with a "push-in-the alphabet button kind of toy", my daughter wanted me to repeat the alphabet song - and insist she repeat after me, every single moment of the day. My desperate attempt to get her to "push the button" was met with a strong stomping of her foot and a defiant “Mama sing ABC". I put down her resistance to being spoilt. But a psychologist would put down her resistance to a learning style. The kinesthetic learner. In fact, most psychologists believe that it is in our very infancy that learning styles are established.

So what are learning styles? Learning styles, simply put, are the different ways of learning. It speaks of a particular style or approach an individual adopts to process and understand stimuli or information, and that which allows him/her to learn best. For instance, we can break up learners into Visual Learners, Auditory Learners and Tactile/Kinesthetic Learners.

Let's begin with Visual Learners or those who learn through seeing. Visual learners often take in body language and facial expressions to process information. It has been observed, that in school or college, visual learners are often among the front benchers which allows them to be free from any visual obstruction. Pictures, visual displays like diagrams, charts, maps, illustrated text books, videos, hand-outs are their preferred medium of learning and they learn best through this form of interpretation. Most prefer taking detailed notes to absorb information better. Visual learners also prefer the use of colors, using different highlighters or coloured pens while taking notes. In fact, these types of learners often visualize information as a picture, which helps easy recall later. So stimulated are they by visual stimuli, they often, while learning something new, try to shun places with verbal disturbances.

Auditory Learners are those who learn through listening. These learners benefit from anything that is sound-oriented. So be it debates, speeches, presentations, jingles to aid memorization, verbal analogies, lectures, group discussions, or detailed verbal analysis, auditory learners learn best when surrounded by auditory stimuli. In fact, those who learn by listening pay importance to both tone of voice and pitch, and other associated nuances. For them writing down information or reading things on their own may have no effect on their learning capacity. In fact, it works well for them when reading text aloud or even when taking the aid of a tape recorder.

Yet another kind of learners are the Tactile/Kinesthetic Learners or those who learn through, moving, doing and touching. You know their kind the minute you see them. In fact, they often are a teacher's nightmare. Their tell-tale characteristics? Taking frequent breaks, working at a standing position, chewing gum/listening to music while studying, or skimming through reading material to get a rough idea first. The hands-on approach is their mode of learning, with the whole learning process being actually an exploration of the visual, auditory, and motor stimuli that surrounds them. Tactile learners may often find it difficult to sit still for long periods. For these learners doing is learning.

This kind of puts so many things in perspective now. That my niece is an auditory learner. Also maybe as to why I abhorred moral science while in school. No pictures maybe? Go figure.

(Banshori Bhattacharya is Instructional Designer at C2 Workshop)

Happy New Year !!!

Do e-learners satisfice?

My friend recently sent me a 750 GB external hard drive as a surprise gift. I was naturally excited, so I tore open the cover and packaging. Out came a shining new hard drive and a USB cord. I plugged in both ends and waited. Nothing happened. Pretty sure that I hadn’t plugged it in properly, I pulled out the cord and pushed it back into the USB slot. Nothing whatsoever. Time to go back into the packaging – I pulled out the ‘other’ cord to connect the drive to the power source. Of course. How obvious? I should have known.

I was actually taking a satisficing approach as opposed to an optimizing one.

Satisficing, according to Wikipedia, is “a decision-making strategy which attempts to meet criteria for adequacy, rather than to identify an optimal solution”. It can apply to just about any situation where you don’t evaluate your options before making a decision. Typically people satisfice when:   

• They don’t have enough information

• The stakes are not too high 

Now what about learners in a complex scenario? Do they really make intelligent, well thought out choices – follow the optimizing approach? Or do they just satisfice – see what comes up, and then go back and change their decision and see the response and so on?

How do you make sure learners actually follow an optimal decision making process in your interactivities? Some possibilities (each with its own pros and cons):

• Don’t allow learners to return to the previous step in a scenario 

• Allow them to return, but give them negative scoring/feedback for changed decisions

• Restrict the number of times they can go back and change their decisions

 What do you think is a right approach?

The learners are probably wondering what the fuss is all about, and telling themselves “what do I lose by making a wrong decision, it’s a scenario after all.” And they are probably right - if even after this trial and error method, they really understand what we are trying to tell them, the learning goal is achieved, right?

(Srividya Kumar is Head - Content Development at C2 Workshop)

Kirkpatrick's Four Levels of Evaluation

It was while writing his thesis in 1952 that Donald Kirkpatrick became interested in evaluating training programs. In a series of articles published in 1959, he prescribed a four-stage model for evaluating training programs, but it was not until 1994, that he published "Evaluating Training Programs: The Four Levels". According to Kirkpatrick, evaluating training programs is necessary for the following reasons: 1. To decide whether to continue offering a particular training program 2. To improve future programs 3. To validate your existence and job as a training professional. The four-level model developed by Kirkpatrick is now universally used in gauging training effectiveness. As per the model, evaluation should always start off with level one, followed by levels two, three, and four if time and budgets permit. Information from each previous level serves as the foundation for the next level's evaluation, offering, in stages, an accurate reading of the effectiveness of the training program.

Level 1 Evaluation - Reactions Level one serves to be the gauge - it evaluates how participants/trainees react to the training program or learning experience. It tests waters by attempting to understand participants' perceptions - Did they like the training program? Was the training material relevant? Was the method of delivery effective? The reaction evaluation tools and methods used in this stage are feedback forms, post-training surveys, questionnaires, which are quick and easy to gather, and non-expensive to analyse. Often called a smilesheet, this type of evaluation, according to Kirkpatrick, should be an inherent feature of every training program at the very first level, for it offers ways in which a training program can be improved. Secondly it builds the base for level two, as the participants' reactions serve as a pointer as to whether learning is possible. Even though a positive reaction does not in effect guarantee learning, a negative reaction to the training program reduces its chances significantly.

Level 2 Evaluation - Learning Level two measures the increase in knowledge - before and after the training program. In order to do this, tests are conducted on participants before training (pre test) and after training (post test). At this stage, evaluation moves beyond participants’ reactions to the newly acquired knowledge, skills, and attitude of the learners if any. What is important to note is that this stage does not merely verify skills/knowledge learnt but the extent to which participants have advanced with regards to new knowledge. This stage calls for more rigorous procedures, ranging from formal to informal testing to team assessment and self-assessment. The most common learning evaluation tools are assessments or tests conducted before and after the training. Interviews, observation are also not uncommon as they are simple to set up and specific.

Level 3 Evaluation - Transfer The third level assesses the change that has occurred in participants' behavior due to the training program. At this stage, all evaluation focuses on the core question - Are the newly acquired skills, knowledge, or attitude being used by the learners in their everyday work arena? Did the trainees use the relevant skills and knowledge? Was there significant and measurable change in performance of the trainees when back to their jobs? Was the transfer in behaviour retained? Would the trainee successfully be able to transfer knowledge to someone else? Several trainers view this level as the most accurate assessment of a training program's success. However, this stage throws up questions like when, how often, and how to evaluate as it is nearly impossible to predict when learners will exhibit their newly acquired skills and behaviour. Hence, during level three, observation and interview over a period of time are required to measure change, its relevance, and sustainability. Arbitrary, subjective assessments are unreliable as people change differently at different times. Evaluation in this area is challenging and is possible only through support and involvement of both line managers and trainees.

Level 4 Evaluation - Results The fourth and final level tries to assess training with regards to business results, for example, determining if sales transactions improved after training of sales staff. In essence it is the acid test. Frequently regarded as the "bottom line", level four evaluation measures how successful a training program is in a context that is easily understood by managers and executives - better production levels, improved quality, lower costs, higher sales, staff turnover, attrition rates, failures, wastage, non-compliance, quality ratings, growth, retention, and increased profits or return on investment. From a business point of view, this is the overall reason for providing executives with a training program. As determining results in financial terms is difficult to measure and hard to link directly with training, it is of utmost importance to identify and link accountability with the trainee at the very start of the training. This way they understand what is to be measured in the first place. Failure to do so will greatly reduce the chances by which results can be attributed to the training program. It is to be noted, individually, results evaluation is not difficult; it however poses a challenge when it has to be done across an entire organization.

Since Kirkpatrick stated his original model, other theorists like Jack Phillips, have referred to a fifth level, namely, Return On Investment (ROI).

(Banshori Bhattacharya is Instructional Designer at C2 Workshop)

Culture Training

“You’ll learn a lot in this field,” this was one of the first and oft repeated comment I heard when I first entered the field of Instructional Design. It did not take long for me to realise that it was not an idle boast of passionate Instructional Designers. Since the job involves reading and pruning your work, incorporating client feedback which translates to more reading and pruning till the whole course is polished to perfection, you imbibe and retain at least a portion of the information in the dark recesses of unused grey cells in your brain.

The greatest benefit was that now I could take part in conversations ranging from topics as diverse as investing in the stock market to fashion fundas with a know all attitude, though I had to take enough care not to go into fine details as that would blow my know it all façade.

One of the most interesting courses that came my way was the culture series for a multinational company with branches all over the world. My only regret was that it was not accompanied by an all expenses paid trip to these sixteen countries, which I feel, would have helped me do a much better job. But then you can’t have it all, I guess, and I had to be content with a virtual tour to some of the most fascinating countries in the world.

Delving deep into the way of life and culture of different races threw up many interesting facts, though most of all, it reinforced the similarities between people across countries in spite of the inherent differences in culture and history.

I was surprised to learn that taking shoes off before entering homes is not only practised in Asian countries but also in countries like Morocco and Denmark, while it is ok in some countries to leave some food on the plate to indicate your appreciation. Punctuality, I learnt is an issue never to be taken lightly if you are in Europe. German precision dictates arriving on the dot since coming in a bit early or late is a strict no-no, while in France, being fashionably late means being late by about 10 to 15 minutes, not, an hour or two as is practised in our country.

Researching the cuisines of the world was a fun experience… searches threw up stunning food images (and recipes which were copied on the sly). I think the productivity in the office dipped a bit those days since most of my colleagues abandoned work and surrounded my workstation, mesmerised by the lip smacking images flitting across the screen. They were only keen to take a welcome break from the monotony of tech manuals and compliance issues. A friend demanded, ‘How come you always get included in teams that develop such interesting courses?”

Visiting the tourist destinations of different countries threw up the marvels of nature etched on earth as also the beautiful creations brought to shape by the combination of artistic brilliance and physical acumen of humans. The stunning fjords and glaciers in the Scandinavian countries and picture perfect landscapes of Europe held the team spell bound. Morocco wriggled itself to the ‘Ten Places to Visit in my Lifetime’ list, even as I debated whether to expand the list to fifty.

Visiting Hercule Poirot’s Belgium, Freud’s Austria, the land of roses, Luxembourg, opened out vistas of learning about the history, architecture, lifestyles of people in these mesmerising lands. The best times to visit various countries, the climatic patterns, the time zones, architectural and art styles, no more confusion as to the meaning of a Pavillion house in France or a Mansion in Great Britain.

The walk into the rich history of India brought back memories of history classes in school and helped connect with long forgotten details of our incident ridden past… the Aryan arrival, transformation of Ashoka, the birth of the independence movement in India, the brave souls who fought and laid out their lives for the sake of a free India. The multimedia team had a great time putting together the course especially when they were asked to view movies and choose best footage to go with the course.

As the course ended, I was asked to name the country I enjoyed writing about the most, I did not have to think twice and at the risk of being unoriginal I must resort to Poet Iqbal’s immortal words, “Sare Jahan se Achcha Hindustan Hamara” (Better than the entire world, is our India).

(Fehmida Zakeer is Instructional Designer at C2 Workshop)

Successful Implementation of E-Learning

The success of an e-learning program depends on technology, design and increased acceptance of it by its target audience. When an organization unfolds training modules, it’s upto the management to create, sustain and increase interest in the program so that employees stand convinced that e-learning saves time and helps improve efficiency. To achieve this, organizations need to have a continuous, three pronged internal marketing strategy that communicates the benefits of e-learning. A successful internal marketing strategy comprises:

1. Kickoff: The kickoff stage marks the debut of the e-learning concept, drawing at most a few curious learners ready to endorse it.

2. Internal Orientation: Internal orientation publicizes the program- through meetings or posters– which egg employees to think- ‘what’s in it for me?.”

3. Maintenance Marketing: Once introduced, it is up to management to retain employees’ interest in the programs. Thus, maintenance marketing is a continuous process aimed at sustaining the usage of e-learning.

It has been observed that a fundamental fear exists of moving away from the classroom–instructor setting to a computer-led study schedule. Lack of interest, limited knowledge of e-learning tools, and lack of motivation also limit widespread acceptance of electronic learning methodologies. Not surprisingly, the drop out rate for e-learning programs is 70% compared to 15% for classroom-oriented programs.

But there is a way around the problem. The answer lies in careful planning and marketing of e-learning programs.

Market it Right
The success of e-learning programs depends on how well an organization markets it internally. Posters, internal messages, meetings, or display charts are the ideal mediums for introducing the concept to employees. Moreover, communication should not end with the program’s initial announcement but should be regularly updated. Employee feedback can further help tailor courses, ensuring employee participation and successful gauging of training needs.

Spread the Message
Enrolling managers in interesting courses will not only increase exposure but also allow them to table how such programs can help individual workers improve their efficiency. Course information should be directed to relevant employees and not the organization as a whole, as a sales manager may not find a course on Application Training necessary.

Monitor Skills
A great deal of resistance to e-learning comes from workers who are uninitiated in computer skills. Here again, the organisation needs to first assess its employees and understand their capacity to navigate the modules. If required, training in computer skills along with troubleshooting tips has to be provided before enrolling them in an e-learning program.

Package it Right
Course packaging influences interest in e-learning schedules. Lengthy textual matter devoid of visuals or challenges kills interest, while interactive sessions stimulate curiousity. In fact, layout and content presentation determine to a large extent completion of the course. Branding e-learning initiatives allow learners to encounter customized learning experiences. Branding can be an animated character, logo, or even a special typeface with a particular color, and should be uniform across programs. This offers consistency, allowing it to be used for communicating new courses, thus facilitating better recall.

Mould into Segments
A successful e-learning program is ideally broken down into bite-sized packages, leaving the choice of continuing, stopping, or refreshing in between segments to the learner. Lessons should be ideally filled with interactive quizzes, video, or demos. The course should be structured in such a way that learners can retrieve selective information as and when required.

Make it Mandatory
Most global companies in order to increase interest in e-learning, tie completed training to hikes, promotions and even award certificates. It has been observed that when training is built into the system, employees more readily accept the course as another training medium that improves their performance appraisal.

Mark the Learning Area
Interruptions can hinder the pace of learning and create a sense of futility. Creating visual demarcations can provide distraction-free environments and be conducive to learning. This can be done by allocating a quiet area for training, in the absence of which cards or charts denoting ‘Learning in Progress, Do not Disturb’ can be distributed.

Make Room for Interaction
Interaction with fellow learners allows for review and discussion of lessons while lack of the same could discourage employees from enrolling. Organizations can overcome this by setting up discussion groups, chat rooms, online interaction, where employees can interact with other learners and/or instructors.

Once an organization decides to adopt e-learning as a training medium, management has to ensure that it is implemented correctly. Only employee participation can justify the investment made since the organization’s benefits from such an exercise rests on the application of skills learnt by the employees.

(Fehmida Zakeer and Banshori Bhattacharya are Instructional Designers at C2 Workshop)