C2 Workshop's E-Learning Blog

Defining E-Learning Objectives - Part II

The last post "Defining E-Learning Objectives" ended with a comma. Figuratively, that is.

It had passed the baton to the current discussion, to address a few questions on e-learning objectives.

Have a request for those of you who are landing straight on this post. Please take a quick glance at what we discussed in Part 1 of this post, before taking off from here.

These are the questions we need to get the answer for.

Why do e-learning objectives take a back seat? Why are they so skip-worthy?

Because, THEY ARE NOT WELL WRITTEN. Simple.

This rather stark answer does not, however, point to either grammatical glitches or unimaginative sentence constructions. Far from it, in fact.

It underscores the absence of THOUGHT. The thought that would act as the blueprint of the entire course architecture!

Before getting into action (of writing objectives), I need to put my thoughts to what my objectives would address.

• Behavioral change that would demonstrate learning
• Criterion that would determine acceptable performance (as a result of learning), and
• Conditions that would govern the performance

I need to assimilate this key learning: It is the measurable behavioral objectives that would effectively guide the design of my learning application. If I am meticulous in this exercise, I would find it relatively easy to work around the needed/expected behavioral changes.

Now, I see the next question standing in queue, peeping at me. "Even if I manage to craft measurable behavioral objectives, how far would I succeed in MOTIVATING my learners?"

Now, I just can't help marveling at the demands of this art. Or, should I say science?

Let's reserve this interesting question for our next post.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

ID: Move On The Moving Ground!

What if the terra-firma I'm standing confidently on, shakes violently under my feet?

I would be completely shaken up to say the least. I wouldn't be sure of my next step, 'cos, what if, by its very action, it causes a graver shake-up, taking me all the way down? The journey from an elevated and elated state to an abysmal depth could be depressing.

Such situations are not exclusive to topographical properties alone. They could cause an equally powerful turbulence to my mind landscapes as well, if what's thought of as fool-proof turns around and makes a consummate idiot out of me.

I could quote Instructional designing as a classic example, to prove this point. I put my heart and soul in thinking scenarios and come up with what I think is a piece of pure gold. But, in no time, I find this impression getting shaken up by none other than my student - of all people.

That paralyzing fear is what causes me not to take any chances. Nothing could replace my feeling completely safe and secure in my own cocoon. So no venturing out! And, that's probably the reason why one doesn't find brilliance around.

If some exemplary action needs to happen in my instructional designing, the first and foremost thing I need to learn is TO DARE! So what if I go down the abyss? Would there be no way out? There definitely would be, if only I look around...

... If only I learn mastering mental agility, so as to be able to let go, jump over the divide and land wherever I find the firm ground and take it from there.

In other words, learn to move on the constantly moving ground to produce something that'll move.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

E-Learning: The Motivation Angle!

"Oh, that was funny. My being put on to a Counselor. He was tryin' to 'reach' me from all possible angles. Very encouraging, so to say! If I could excel in my marathon, why not in studies? Is not my doin' well in academics good for me? Ya, but, so what? Anything that's got to do with academics, I'm just not for it. Sounds strange? Ya, I know. But, don't ask me to explain it. I just can't."

x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x-x

Zero motivation! That perfectly explains it.

Marathon is, by no means, an easy feat by itself. So much sweat followed by a sapping tiredness could send a lazy soul lookin' for a safe cover.

What makes the girl run for miles? Something MOTIVATES her to get into the act. It's as simple as that.

Great teachers are, first and foremost, concerned about sowing into the minds of their students, the seeds of motivation and seeing them sprout, before they could unfold the treasure of knowledge for them. Done in this sequence, students lapping up the knowledge happens spontaneously. And, when that does happen, all that the teachers have to do, is to stand next to their students and 'guide' them. That's how they become great, not just 'cos they 'know'.

Now, the tougher part!

E-learning and instructional designing are much more precariously positioned on the motivation angle, for the simple reason that  creating motivation is a much tougher proposition for them, given that students are not gonna be physically around for the instructional designers to talk to, in person.

So, what could motivate them is the way the content is handled, followed by all other things such as interactivity, color schemes used in the layouts, and fonts employed, to name a few.

All these fall in place with the help of instructional designers' ability in 'reading' the minds, before proceeding to address them.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

When Sham Is Targeted, The Real Persists!

 
After a lot of high-level discussions and emergency meetings, the senior managers decide to call for a group gathering of all production-associates of the company.

"We are happy to announce we're introducing a computer based training for all of you to address the 'best production practices'. This training, we're sure, will result in a much better turnover. As you know, we're passing through a critical phase and need to step up on our performance levels. We urge you to take this training seriously with a perspective to augment your productivity."

Seated in the audience, I smile. Nobody asked me for my opinion, as a Team Head, on the big plan. If someone had, I would've averred that what my colleagues lacked wasn't the proficiency to deliver, but the will to deliver.

And, who needed to be trained wasn't my colleagues once again, but the same senior managers who're supposed to give all the support needed for better productivity. They needed to be trained on better people management, interpersonal relations and morale boosting practices that would cheer the already proficient crowd.

This training, therefore, is gonna hit the rocks.

Here, it's the case of one problem having multiple causes. The problem of flagging performance levels that could be caused by lack of proficiency or by bad managers!

And, the easiest thing to do is to conclude that training is needed. But for what?

The needed action therefore, is to identify the cause of a business problem, before deciding a corrective action.

For, when something that is not real is targeted, the real persists.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

The E-Learning Ecology

The Instructional Designers (IDs), invariably, find themselves doing an ironical tight-rope walk.

Lookin' at it one way, they're undividedly responsible for the learning experiences they script. They've to keep in mind, not just their learners, but the entire creative team, right from the developers to animators, while fixing their storyboards. The latter, for instance, cannot be left to rack their brains, trying to interpret the instructions.

So, does this mean the Instructional Designers are the kingpins of the ID game? Let's not even think to seek an answer, 'cos, the question itself is flawed.

Consider this. Let's say an organization is commissioning an e-learning project, that would bring about a behavioral change in the employees. Behavioral Change! That's BIG. By no means a mean feat, it needs a tremendous participation of the management in sharing the company's philosophy with the IDs, so they could fuse the corporate vision into the learning experience... and, ensure that it successfully percolates down to the bottom-end. Now, imagine a zero management participation in the project. Shouldn't be hard for us to conjecture the result.

Let's look at another scenario. The IDs are working on a new equipment simulation, the factory staff would get their practical insights from. Imagine once again, the plight of the project, if there're no subject matter experts around. What would transpire out of the simulation would be nothing short of utter chaos, in spite of a brilliant instructional designing expertise being at work!

Last, but definitely not the least, the learners! Factoring in their existing knowledge levels and preferences become the foundation, which the IDs erect the course on. Just try being oblivious to this, you could rest assured, the course will go crashing down the hill.

The success of an e-learning project, in essence, is a culmination of an active involvement and dynamic participation of all the stakeholders. It's indeed an ecology by itself.

The Instructional Designers could, at best, be designated catalysts, for causing a positive change in the e-learning ecology.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Social Learning: Move in Pride!

Seeing the cub sprawl on the ground defiantly, resisting her training, the lioness turned her attention to his more responsive siblings.

Taking them through the life lessons of getting comfortable with the adults of the pride, she also encouraged them to simulate hunting by ambushing her.

She probably knew it wouldn't take much time for the peer pressure to set in, on the defiant cub.

And, she was right. In a little while, she felt her tail being nibbled at, by the stubborn little one, with a reconciliatory look on his face. He was willing to be trained.

Social learning!  

This is what happens with us humans too. The inherent need to 'belong' instills in us the capacity to change our behaviors to suit the peer psyche.

Extend this reasoning to an organizational atmosphere, it so perfectly fits in. One doesn't want to be left behind, one doesn't want to be looked down upon and therefore, one nurtures an active interest to catch up. Learning happens by compulsion even in very informal moments.Organizations would do well, by taking stock of this basic psychological reality. By remembering that brilliant things happen in absolutely informal and fun moments!

So, designing the system in a way that learning percolates through this 'social learning' channel is surely a creative and effective route to 'reach' the employees. 'Cos, they have to be an ever-fresh talent pool that would keep the organization's competitive health in good stead.

E-Learning modules designed to educate the staff, for instance, would enjoy a better penetration, if the social learning mode is enabled. Where observational learning and imitation come into play, helping a spontaneous learning!

The entire concept of learning works on this simple, yet beautiful premise...

All of us love to move in pride! 

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Take the Net and go for the catch!

Perception, by its very definition, is a subjective term.

How do parents perceive the mobiles and the internet, for example? Online games, chats, social networking sites and other dark temptations are enough reasons to make them feel they're notorious elements which their children have to be kept away from.

Perfectly understandable!

But, the question is, is the face-off possible? Especially when the digital technology is replacing all the traditional foundations!

The simple answer is No.

So, what should they do? Simple answer once again! Flip the coin. See the other side. 

There is a race raging out there. The real good things are catchin' up too. Some absolutely irreplaceable modules that make the experience of learning irresistible, are spreading like wildfire. So much so that the telephony advertisements have started campaigning "I'm always learning", along with their dating concepts.Catch the industry teeming with vendors who excel in their web-based authoring designs.

Claro, for instance, produces exceptionally nice looking mobile content for devices including Apple's iPad and Android based tablets. They come with an in-built SCORM compliance and deploy modules with absolutely no hiccups.

Articulate is out with its new e-learning authoring tool 'Storyline' that builds an application that is so much like Powerpoint. As simple and as easy as that! The only difference is that the content is published in tablet-friendly deliverables.

Now, mLearning Studio offers attractive options from which one could choose templates, load text, images, audio, video and then publish content either as Flash or HTML5 packages.

OnCue's tools help publish mobile friendly virtual learning environments that include a video stream, a slide deck, notes and other learning resources, all using HTML5.

The message to be carried home is clear. Technology has a positively invincible side that's flooding the information landscape with good stuff that could eclipse the bad and the ugly, very soon.

Possible that this good stuff is not visible right on the surface. But, it's out there in plenty!

All that one has to do is take the Net and go for the catch.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Learning Evolution: From the Traditional to the Blended!

2000 B.C.

It was a time when the Knowledge Transfer was configured with the 'Upanishad' script.

Decoded, 'Upanishad' would write as Upa - near, Ni - Down and Shad - sit. This script was executed to a T, with the shishya seated right next to the Source - the Guru, eagerly awaiting the 'imparting'.

4000 years later, things haven't changed much. Learning still remains the architecture, sculpting the intellectual edifice.

So, if the learning is the constant, where is the change?

The change lies in the the concept of Guru. The change is in the way the student approaches him. Or, rather doesn't approach him.

'Cos, the Guru comes to him. In different, contemporary avatars. Computers, Digital Libraries, Satellite Classes, Web, Mobiles.

All blended into a great, effective learning experience!

eLearning takes this gen-next 'Blended Learning' concept forward, making the necessary alterations in the educational landscape.

Universities are now blending the brick-and-mortar with the virtual. Students are exploring all the digital mediums to supplement their conventional learning.

In a way, they too are practicing the 'Upanishad'. For, they have the Knowledge at their fingertips. Literally!

It cannot get nearer than that. 

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)