C2 Workshop's E-Learning Blog

iPad - The Future of E-Learning?

All of five years old and ready for an iPad! I was flummoxed. Certainly my friend was spoiling her son. What would he ever do with it? I mean he still lisps. But technology has come a long way. A recent article in AdAge.com, “How the iPad became Child's Play – and a Learning Tool” discussed this very phenomena - how easy it is for toddlers to use an iPad.

So the iPad is an excellent medium for knowledge delivery. And with Internet access, it enables easier reading than a laptop or PC for, say, text-rich websites and learning portals.

But, while an iPad can definitely engage kids and grown-ups alike, can it be utilized for e-learning? For starters, it has a great advantage. Its intuitive interface. This aspect allows both trainers and teachers to spend less time initiating the technology needed to access their courses to learners, and enables them, instead, to focus on the actual material. Also, a recent survey has shown that the iPad is a favourite among both the education and corporate sectors since it is the perfect tool for contextual and participative learning. This popularity can make the iPad the ideal platform for both self-directed learning and add-on learning.

However, creating e-learning content for the iPad throws up unique challenges, since Apple does not support Flash…the preferred e-learning standard technology for web-based interactive learning. Incidentally, Apple backs HTML5 and touts it to be the next big wave, forcing the developers to choose between Apple and Adobe. But the iPad’s popularity and giant strides in promoting both personalized and interactive learning, and workplace learning, has egged Adobe to accelerate the launch of its Captivate with capability to output HTML5 for iPad. If this becomes a reality, we can safely assume that HTML5 will be widely accepted as a platform for e-learning development on the iPad. And, if that happens, the iPad can move from being a great gadget to a full blown e-learning device. Welcome to the wait and watch game.

For interesting comparisons on Apple vs Adobe Flash, click here. 

(Banshori Bhattacharya, 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)

QR Code: Bridging the Analog and Digital

The levels of education standards we see these days, are mind boggling, to say the least! I mean, lookin' at the kind of subjects today's students are exposed to,  I just can't stop feeling baffled.

'Oxidative Phosphorylation and Chemiosis' revolving around Oxidation, Electrons, Molecules, Hydrogen...  is something I couldn't have imagined even in my wildest dreams when I was a student. And, the volume of content that deluges the students today, is again something I couldn't have digested even a li'l bit.

But, the fact also remains I was neither exposed to the technological explosion that's happening today. I wouldn't lose time in seeing it helping the knowledge transfer big time.

I'm kinda awe-struck to see Evolution transpire right in front of my eyes. Literally! The speed with which new things keep hurtling themselves in our midst is like, "Wow! We gonna drown shortly".

See this new trend that's comin' up. The QR Code or Quick Response Code!

A li'l futuristic, at the moment, especially for the students. Not a whole lot of them have started using it. But, the day is not far when they'll have it as a permanently installed mobile app on their cell phones.

Am amazed to see the way it works.

You're goin' thru' a book on algebra, let's say. You get stuck at applying quadratic formulae. All you need to do is locate the QR Code on the book, take your mobile, enable the QR Coder, click the QR Code on the book and there you're, looking at the URL of a YouTube site, that would tell you how to apply quadratic formulae.

It's pretty interesting to see how technology finds its way through to make learning possible.

In this case, being a bridge between the analogue mode and the digital world.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

July 03, 2011 in Digital Learning, E-Learning, Online Education, Online Learning, Technology Based Training | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Digital Learning, E-Learning, Online Learning, Return on Investment, ROI, Technology Based Training

June 21, 2011

The "E-Learning & Interactivity" Bonding!

Kevin was all kicked up about the yet-another prize he had just won.

He tore open the wrapper in a hurry. The exquisitely crafted game console had his eyes popping out and sent his hands scrambling for the joystick.

But, it was missing.

Some more frantic search, and a small note revealed itself, "Hey there... We know you're a whizkid, and would master this one too in no time. For a change, we want you to just hang in there and say 'wow' for the mind-blowin' stuff we've put in here. How about that?"

Kevin cursed. Feeling mocked, he nevertheless plugged in the game and let it run. It was mind-blowin' stuff, awright! A technical wizardry Kevin had never seen before! But, the thing is, the 'wow' factor disappeared just soon after. Kevin wondered why? And, realized he was not an active 'part' of the game.

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

E-Learning is so much like video games, on this score. It too gets 'disconnected' otherwise.

A caveat though! The 'levels of interactivity' it offers could differ, depending on the content and other constraints. That's to say, the interactivity component doesn't necessarily have to be such high octane stuff. Nevertheless, the bottom line is, it does remain the medium's backbone.

If an e-learning course needs to succeed with its learners, it has to keep them an active part of what it is discussing. Talk to them, engage them and keep them 'on their toes'! For, is this not the only bridge that keeps it connected with the learners? How does it, otherwise, differentiate itself from, say, a manual or a journal?

Going forward, the e-learning course may contain rich graphics, fancy simulations, and arresting visuals. But, the sizzle factor fizzles out, the minute the learners are let go off the interactive hook. And, in such a case, what remains of it is a boring page turner.

Such is the bonding that e-learning enjoys with interactivity. It can't be without the other.

In other words, if e-learning is the communication vehicle, interactivity becomes its fuel.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

June 21, 2011 in Digital Learning, E-Learning, Interactivity, Online Education, Online Learning | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Digital Learning, E-Learning, Interactivity, Online Education, Online Learning

June 13, 2011

A Giant Leap Into The Cloud!

The Terminal:

Cut to the front yard of the country house and watch the two brothers, Dan - at his ranger cycle, cleaning it - and Duxe - seated on a rock close by, and watchin' him.

The Departure:

Happy with the way his cycle is looking, ready for the adventure, Dan looks at Duxe. "You sure you not joinin'?"

Smiling at the yawning Duxe, he gets onto his cycle and starts pedaling.

The Deviating Trajectory:

Sweating and panting, Dan braves his cycle up a steep pitch, his eyes popping out in anticipation. One last breath and one valiant push, he is at the tipping point and there... his cycle zooms into the air, with both a gush of wind and exhilaration ripping through his face.

 

Duxe looks around the dreary land and wonders what's up with life. "What a boring, hot day!" He yawns once again.

Dan goes for a free fall, with the rugged terrain beneath hurtling towards him. Despite deftly steering his cycle in the air, he just about manages to land safely, only to maneuver harder not to go crashing down the steep slope.

This is adrenaline. Gushing out of the thing called PASSION.

Steve Jobs!

How he transformed his passion into a miracle, he named Apple! And, how he continues to churn out miracles!

The latest one being the iCloud system that would allow the Mac users to access the same set of content - documents, photos, email, contacts, calendars - across all their devices.

This colossal tipping point is going to unleash a change in the way information is going to be shared in future.

Consider this. A student going through a lesson on her iPad at home, finds not just the same content on her iPhone when she gets into the train, but continues from where she left.

Imagine the boost eLearning could get out of this technological revolution. For sure, this contagion would spread out of the Apple systems - like the way it happened with the Graphical User Interface (GUI). It would all be there everywhere, with absolutely no space and time constraints. It would be a sheer evolution of sorts.

A giant leap into the Cloud!     

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

June 13, 2011 in E-Learning | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Apple, iCloud, iPad, iPhone, Steve Jobs

June 04, 2011

Rapid Instructional Development: For once, Rapid doesn't mean Fast!

"So, you know what beam-ends are?"

"Aye, sir".

"Go ahead."

"The sides of the ship, sir. 'On her beam ends' means the vessel is literally on her side and possibly about to capsize. More often, the phrase means the vessel is listing 45 degrees or more."

"Awright. Report for the instructional classes from tomorrow morning, 7.00 AM sharp. We shall cover the beam-ends right from the scratch."

" Aye, sir. Sir??"

"Yes. Any questions?"

"Aye, sir. Just one question, sir. Was my answer incorrect, by any chance, sir?"

"No, you're right, boy."

"Then, why from the scratch, sir?"

"That's the only way I could teach, son."
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It is such situations that pave the way for Rapid Instructional Development (RID).

RID speeds up the instructional development process by incorporating prevailing knowledge, existing materials and job-aids. It eases it up by simplifying, combining, resequencing, and even by skipping steps. 'Cos, a good number of times, a major chunk of the conventional Instructional Systems Development (ISD) model could be condensed, by obviating the obvious.

The ISD model uses a rational step-by-step approach and assumes that the content area is stable. But, newer realities include rapid changes in skills and knowledge. And, by this reason, they also include the need for faster and better instructional design.

RID techniques evolve to meet those needs. They flex their approach based on the nature of the instructional objective, the characteristics of the trainees and the context of training.

But...

Ironically, by no means do they point to or result in faster learning. In most cases, the opposite is true 'cos, RID, by its very nature, passes on some of the instructional development responsibilities to the learners, on the ground that they already know a part of the subject.

It's just that RID provides us a preferred alternative when we are working on tight deadlines, limited budgets and constantly changing instructional content. Nothing more.

For once, Rapid doesn't mean Fast.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

June 04, 2011 in E-Learning, Instructional Design, Learning, Online Education, Online Learning, Rapid Instructional Design | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: E-Learning, ID, Instructional Design, Learning, Online Education, Online Learning, Rapid Instructional Design, RID

May 28, 2011

E-Learning: The Fear Factor!

A few things enjoy a unique law of existence.

Take diamonds, for example. They're the offshoot of deep volcanic eruptions that had cooled into igneous rocks, close to the surface of the earth. But for this Nature phenomenon, diamonds wouldn't have happened, right?

Now, take e-learning. It's no different from diamonds. Only thing, this sparkle has sprung out of and flourishes because of a different source - the digital phenomenon. The phenomenon that disseminates information like nobody's business!

E-Learning too spreads information, but in a perfectly channelized way for perfectly carved situations...

Like those folks who are seated in a remote corner, say for instance. Or, those who don't want to sit in a crowd, for example. Or, those who can't allot that kind of time to learn the formulaic way. Such situations, giving the inevitability status to e-learning, could extend into a long queue.

And, these footings give immense room for the designers to craft the channelized dissemination of knowledge, in a most interesting way. They encourage them to use a skillful blend of content and participant interaction while creating a program.

Such content is designed to help the learners assimilate new information with relative ease, to guide them to modify their attitudes and change their behaviors.

All of this sounds great. But there's a Fear Factor and quite a powerful one at that, that one needs to content with! It's this. Getting the learner to 'be tuned in' is one of the most challenging tasks. 'Cos, 20 minutes of sustained attention on any subject, pushes the brain towards the rest zone. And, elicits a yawn from even the best of the 'brains', sitting in a group.

Now, how about someone who is seated all with oneself? That's the fear. How do we take care of his attention levels?

Bringing in interesting twists and surprises in the way the content unfolds, 'distracts' the brain from settling in for a predictable rhythm. Such twists also ensure that the sustained attention is not tested beyond its limits.

Being sensitive to the learner's psyche is one of the innate qualities of a good instructional designer.

The Fear Factor contributes well to that sensitivity.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

May 28, 2011 in E-Learning, Instructional Design, Online Education, Online Learning | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: E-Learning, Instructional Design, Online Education, Online Learning

May 18, 2011

Instructional Designing: Factor In The Invisible

Being entrusted with an ID project has a certain breezy feel goin' with it. 'Cos, every time, we get to shake hands with a refreshingly new situation, get to know more about it, ingest its essence, and present it to the audience in a way they could relate... and, learn.
 
It's not gonna be zilch though. The whole thing needs an indepth study of what is and a meticulous planning for what should be. 

We analyze the people and their learning environment - their current knowledge levels, the age group they belong to, the time they could allocate for the new Knowledge Transfer (KT) and their capacity to imbibe it. Follow it up by designing the KT in the best possible sequence, so it becomes worthy of being lapped up. Develop it in as stimulating a way as possible. Implement it with the needed fanfare. And, evaluate it for the successful reception it enjoyed amongst the Target Audience (TG).
 
Now, these are the most visible things we do - Analyzing, Designing, Developing, Implementing and Evaluating - to crack the learning experience with our instructional designing skills.
 
But, how about exploring a li'l bit of the invisible?
 
The brain!
 
Being the 'center' of learning, it possesses an uncanny intelligence that veins its way through multiple channels to explore the unknown, without even having to be prompted.
 
Could any of us recall how we learnt to speak, when we were kids? We wouldn't have been even aware of the 'learning' part, 'cos we were too tiny to know we were learning. But, the verbal linguistic intelligence was working.
 
It's the logical mathematical intelligence that differentiates circles from rectangles, and makes sense out of abstract symbols.
 
The interesting part is, this intelligence is not the same as the verbal linguistic intelligence. It's distinctly different.
 
So is the case with the visual spatial intelligence that understands the world through colors, light and harmony. It's so starkingly different from the bodily-kinesthetic intelligence that in no way could it relate to the physical sensations and touch impressions the way the latter impeccably does.
 
We see the musical rhythmic intelligence at work when we find someone playing perfect rhythms on his briefcase. And, the interpersonal intelligence in a warm-hearted teacher who is a hit with her students.
 
Successful entrepreneurs have an intra-personal intelligence guiding them. Their feeling absolutely sure about themselves is, in essence, the manifestation of this form of intelligence.
 
Now, all of us possess all of these intelligences to a greater or lesser degree. How wonderful it could be, if our instructional designs could actively have something for some or all of them?
 
The very effort in this direction would bring out the ingenious, 'cos, it factors in the invisible!

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

May 18, 2011 in E-Learning, Instructional Design, Learning, Multiple Intelligences, Online Education, Online Learning | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: E-Learning, ID, Instructional Design, Interpersonal Intelligence, Intra-Personal Intelligence, Learning, Logical Mathematical Intelligence, Multiple Intelligences, Musical Rhythmic Intelligence, Online Learning, Verbal Linguistic Intelligence, Visual Spatial Intelligence

May 10, 2011

Accelerated Learning: Bend It Like Beckham

"Hey John... Know what? I met someone like Hercules, yesterday."

"Oh!"

"You know Hercules, don't you?"

"Nope."

"You don't know Hercules? Just can't believe it. You don't know him? Oh, you're in the pits."

"Hey, cut it awright?! Tell me how this guy was like. I'll be there right with you."

"You know, he had a body like, like, as if it was sculpted. His arms were sinewy like teak. His eyes were sky blue. And, he was tall like a giant."

"Awright, got it."

John just learned about the guy's appearance. Almost perfectly! Almost as if he saw him! And, pretty fast too!

Accelerated learning!

Learning becomes fun when the content is given the right context. The context is what one knows. Content is what one doesn't know.

The context creates a conducive environment for the brain to engage its faculties in a way that learning happens much easier and faster.

This is one of the psychological keys that comes of great help to Instructional Designers (ID) in unlocking the learner's mind. Understanding the course content and the goal it needs to serve, the ID looks for familiar grounds that the participants could easily identify with and takes off from there.

Whatever John learned about the guy was enabled by the metaphors blue sky, teak, giant and sculpture. But for these, he might have been at a complete loss, now that he did not know a bigger metaphor, Hercules.

Maybe, what he learned was a very simple fact. But, the fact remains that his learning was made simple.

All, thanks to metaphors!     

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

May 10, 2011 in E-Learning, Learning, Online Education, Online Learning | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Accelerated Learning, E-Learning, Learning, Online Education, Online Learning

May 03, 2011

Where is E-Learning? A Bird's Eye View!

Swooping down the learning terrain, we see Universities, hundreds and thousands of them, racing to top the ranking charts, so they could attract hordes of choicest students, from around the world.
 
In line are the top-notch professor laureates who are on the most-wanted list, so they could cater to the best brains that pool in to the class room.
 
And, there come the most coveted graduate titles that become the most premium tickets for one's entry into the plum job markets.
 
What an undisputed, indefatigable and foolproof network this is, almost monopolizing the education system for the near 100% success it guarantees!
 
Now, where is e-Learning in this impenetrable traditional arena?

E-Learning does form part of the current academic curriculum awright, but a minuscule one at that,  identifying itself as a blended learning module. Nothing more! For, the advantages of the former system far outweigh the pluses of this format.
 
That is the impression, at least.
 
What explains this? U.S. schools offering on-line courses have seen increases in demand for e-learning options, with 66 percent and 73 percent of responding schools reporting increased demand for new and existing online course offerings respectively (Allen & Seaman, 2010).
 
Now, what is indicated here is not eLearning substituting the class room sessions, but constructively supplementing them. Because, eLearning has its indisputable strengths too. 
 
Consider these simple questions. Could any of the students press the replay button on the lecture session that just ended? How many of them could, without any inhibition, raise their hands to clarify a doubt? What is the impact of the peer pressure on one's psyche?  How long would it take for a student to be left behind, in the sheer pace of the class room sessions?

All these questions are effectively addressed by eLearning. In fact, we could safely guesstimate that probably, the concept of eLearning evolved on these ground realities.  
 
And, the new enlightenment dawning around in the education circles is this. E-Learning is no more perceived as someone locking oneself up in a room, with a laptop. On the contrary, it's seen as a flexible format that gives the students the needed freedom to apportion their time between their studies and their friends as per their convenience.
 
If students learn on the e-Learning route, it means they definitely "learn".  No debates there! 'Cos, learning in this context clearly means that they just love the conducive format, for all the benefits it brings to the table.
 
And, the new generation employers aren't as much concerned with the degree titles either, as they're about the employability of the people they hire. If there's a real spark out there, it doesn't matter where it comes from. It's there, to be grabbed. That's it.
 
The whole thing has one great lesson for us, the instructional designers.
 
There's so much opportunity waiting to be tapped out there. Just do some serious tuning in and master the craft. Set the understanding right. Open the door.
 
And, get ready to be deluged!

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

May 03, 2011 in E-Learning, Learning, Online Education, Online Learning | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: E-Learning, Learning, Online Education, Online Learning

April 24, 2011

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)

April 24, 2011 in Blended Learning, E-Learning, Informal Learning, Learning, Online Learning, Social Learning | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: E-Learning, Informal Learning, Learning, Online Learning, Social Learning

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Kevin was all kicked up about the yet-another prize he had just won.

He tore open the wrapper in a hurry. The exquisitely crafted game console had his eyes popping out and sent his hands scrambling for the joystick.

But, it was missing.

Some more frantic search, and a small note revealed itself, "Hey there... We know you're a whizkid, and would master this one too in no time. For a change, we want you to just hang in there and say 'wow' for the mind-blowin' stuff we've put in here. How about that?"

Kevin cursed. Feeling mocked, he nevertheless plugged in the game and let it run. It was mind-blowin' stuff, awright! A technical wizardry Kevin had never seen before! But, the thing is, the 'wow' factor disappeared just soon after. Kevin wondered why? And, realized he was not an active 'part' of the game.

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

E-Learning is so much like video games, on this score. It too gets 'disconnected' otherwise.

A caveat though! The 'levels of interactivity' it offers could differ, depending on the content and other constraints. That's to say, the interactivity component doesn't necessarily have to be such high octane stuff. Nevertheless, the bottom line is, it does remain the medium's backbone.

If an e-learning course needs to succeed with its learners, it has to keep them an active part of what it is discussing. Talk to them, engage them and keep them 'on their toes'! For, is this not the only bridge that keeps it connected with the learners? How does it, otherwise, differentiate itself from, say, a manual or a journal?

Going forward, the e-learning course may contain rich graphics, fancy simulations, and arresting visuals. But, the sizzle factor fizzles out, the minute the learners are let go off the interactive hook. And, in such a case, what remains of it is a boring page turner.

Such is the bonding that e-learning enjoys with interactivity. It can't be without the other.

In other words, if e-learning is the communication vehicle, interactivity becomes its fuel.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

The Terminal:

Cut to the front yard of the country house and watch the two brothers, Dan - at his ranger cycle, cleaning it - and Duxe - seated on a rock close by, and watchin' him.

The Departure:

Happy with the way his cycle is looking, ready for the adventure, Dan looks at Duxe. "You sure you not joinin'?"

Smiling at the yawning Duxe, he gets onto his cycle and starts pedaling.

The Deviating Trajectory:

Sweating and panting, Dan braves his cycle up a steep pitch, his eyes popping out in anticipation. One last breath and one valiant push, he is at the tipping point and there... his cycle zooms into the air, with both a gush of wind and exhilaration ripping through his face.

 

Duxe looks around the dreary land and wonders what's up with life. "What a boring, hot day!" He yawns once again.

Dan goes for a free fall, with the rugged terrain beneath hurtling towards him. Despite deftly steering his cycle in the air, he just about manages to land safely, only to maneuver harder not to go crashing down the steep slope.

This is adrenaline. Gushing out of the thing called PASSION.

Steve Jobs!

How he transformed his passion into a miracle, he named Apple! And, how he continues to churn out miracles!

The latest one being the iCloud system that would allow the Mac users to access the same set of content - documents, photos, email, contacts, calendars - across all their devices.

This colossal tipping point is going to unleash a change in the way information is going to be shared in future.

Consider this. A student going through a lesson on her iPad at home, finds not just the same content on her iPhone when she gets into the train, but continues from where she left.

Imagine the boost eLearning could get out of this technological revolution. For sure, this contagion would spread out of the Apple systems - like the way it happened with the Graphical User Interface (GUI). It would all be there everywhere, with absolutely no space and time constraints. It would be a sheer evolution of sorts.

A giant leap into the Cloud!     

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

"So, you know what beam-ends are?"

"Aye, sir".

"Go ahead."

"The sides of the ship, sir. 'On her beam ends' means the vessel is literally on her side and possibly about to capsize. More often, the phrase means the vessel is listing 45 degrees or more."

"Awright. Report for the instructional classes from tomorrow morning, 7.00 AM sharp. We shall cover the beam-ends right from the scratch."

" Aye, sir. Sir??"

"Yes. Any questions?"

"Aye, sir. Just one question, sir. Was my answer incorrect, by any chance, sir?"

"No, you're right, boy."

"Then, why from the scratch, sir?"

"That's the only way I could teach, son."
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
It is such situations that pave the way for Rapid Instructional Development (RID).

RID speeds up the instructional development process by incorporating prevailing knowledge, existing materials and job-aids. It eases it up by simplifying, combining, resequencing, and even by skipping steps. 'Cos, a good number of times, a major chunk of the conventional Instructional Systems Development (ISD) model could be condensed, by obviating the obvious.

The ISD model uses a rational step-by-step approach and assumes that the content area is stable. But, newer realities include rapid changes in skills and knowledge. And, by this reason, they also include the need for faster and better instructional design.

RID techniques evolve to meet those needs. They flex their approach based on the nature of the instructional objective, the characteristics of the trainees and the context of training.

But...

Ironically, by no means do they point to or result in faster learning. In most cases, the opposite is true 'cos, RID, by its very nature, passes on some of the instructional development responsibilities to the learners, on the ground that they already know a part of the subject.

It's just that RID provides us a preferred alternative when we are working on tight deadlines, limited budgets and constantly changing instructional content. Nothing more.

For once, Rapid doesn't mean Fast.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

A few things enjoy a unique law of existence.

Take diamonds, for example. They're the offshoot of deep volcanic eruptions that had cooled into igneous rocks, close to the surface of the earth. But for this Nature phenomenon, diamonds wouldn't have happened, right?

Now, take e-learning. It's no different from diamonds. Only thing, this sparkle has sprung out of and flourishes because of a different source - the digital phenomenon. The phenomenon that disseminates information like nobody's business!

E-Learning too spreads information, but in a perfectly channelized way for perfectly carved situations...

Like those folks who are seated in a remote corner, say for instance. Or, those who don't want to sit in a crowd, for example. Or, those who can't allot that kind of time to learn the formulaic way. Such situations, giving the inevitability status to e-learning, could extend into a long queue.

And, these footings give immense room for the designers to craft the channelized dissemination of knowledge, in a most interesting way. They encourage them to use a skillful blend of content and participant interaction while creating a program.

Such content is designed to help the learners assimilate new information with relative ease, to guide them to modify their attitudes and change their behaviors.

All of this sounds great. But there's a Fear Factor and quite a powerful one at that, that one needs to content with! It's this. Getting the learner to 'be tuned in' is one of the most challenging tasks. 'Cos, 20 minutes of sustained attention on any subject, pushes the brain towards the rest zone. And, elicits a yawn from even the best of the 'brains', sitting in a group.

Now, how about someone who is seated all with oneself? That's the fear. How do we take care of his attention levels?

Bringing in interesting twists and surprises in the way the content unfolds, 'distracts' the brain from settling in for a predictable rhythm. Such twists also ensure that the sustained attention is not tested beyond its limits.

Being sensitive to the learner's psyche is one of the innate qualities of a good instructional designer.

The Fear Factor contributes well to that sensitivity.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Being entrusted with an ID project has a certain breezy feel goin' with it. 'Cos, every time, we get to shake hands with a refreshingly new situation, get to know more about it, ingest its essence, and present it to the audience in a way they could relate... and, learn.
 
It's not gonna be zilch though. The whole thing needs an indepth study of what is and a meticulous planning for what should be. 

We analyze the people and their learning environment - their current knowledge levels, the age group they belong to, the time they could allocate for the new Knowledge Transfer (KT) and their capacity to imbibe it. Follow it up by designing the KT in the best possible sequence, so it becomes worthy of being lapped up. Develop it in as stimulating a way as possible. Implement it with the needed fanfare. And, evaluate it for the successful reception it enjoyed amongst the Target Audience (TG).
 
Now, these are the most visible things we do - Analyzing, Designing, Developing, Implementing and Evaluating - to crack the learning experience with our instructional designing skills.
 
But, how about exploring a li'l bit of the invisible?
 
The brain!
 
Being the 'center' of learning, it possesses an uncanny intelligence that veins its way through multiple channels to explore the unknown, without even having to be prompted.
 
Could any of us recall how we learnt to speak, when we were kids? We wouldn't have been even aware of the 'learning' part, 'cos we were too tiny to know we were learning. But, the verbal linguistic intelligence was working.
 
It's the logical mathematical intelligence that differentiates circles from rectangles, and makes sense out of abstract symbols.
 
The interesting part is, this intelligence is not the same as the verbal linguistic intelligence. It's distinctly different.
 
So is the case with the visual spatial intelligence that understands the world through colors, light and harmony. It's so starkingly different from the bodily-kinesthetic intelligence that in no way could it relate to the physical sensations and touch impressions the way the latter impeccably does.
 
We see the musical rhythmic intelligence at work when we find someone playing perfect rhythms on his briefcase. And, the interpersonal intelligence in a warm-hearted teacher who is a hit with her students.
 
Successful entrepreneurs have an intra-personal intelligence guiding them. Their feeling absolutely sure about themselves is, in essence, the manifestation of this form of intelligence.
 
Now, all of us possess all of these intelligences to a greater or lesser degree. How wonderful it could be, if our instructional designs could actively have something for some or all of them?
 
The very effort in this direction would bring out the ingenious, 'cos, it factors in the invisible!

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

"Hey John... Know what? I met someone like Hercules, yesterday."

"Oh!"

"You know Hercules, don't you?"

"Nope."

"You don't know Hercules? Just can't believe it. You don't know him? Oh, you're in the pits."

"Hey, cut it awright?! Tell me how this guy was like. I'll be there right with you."

"You know, he had a body like, like, as if it was sculpted. His arms were sinewy like teak. His eyes were sky blue. And, he was tall like a giant."

"Awright, got it."

John just learned about the guy's appearance. Almost perfectly! Almost as if he saw him! And, pretty fast too!

Accelerated learning!

Learning becomes fun when the content is given the right context. The context is what one knows. Content is what one doesn't know.

The context creates a conducive environment for the brain to engage its faculties in a way that learning happens much easier and faster.

This is one of the psychological keys that comes of great help to Instructional Designers (ID) in unlocking the learner's mind. Understanding the course content and the goal it needs to serve, the ID looks for familiar grounds that the participants could easily identify with and takes off from there.

Whatever John learned about the guy was enabled by the metaphors blue sky, teak, giant and sculpture. But for these, he might have been at a complete loss, now that he did not know a bigger metaphor, Hercules.

Maybe, what he learned was a very simple fact. But, the fact remains that his learning was made simple.

All, thanks to metaphors!     

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Swooping down the learning terrain, we see Universities, hundreds and thousands of them, racing to top the ranking charts, so they could attract hordes of choicest students, from around the world.
 
In line are the top-notch professor laureates who are on the most-wanted list, so they could cater to the best brains that pool in to the class room.
 
And, there come the most coveted graduate titles that become the most premium tickets for one's entry into the plum job markets.
 
What an undisputed, indefatigable and foolproof network this is, almost monopolizing the education system for the near 100% success it guarantees!
 
Now, where is e-Learning in this impenetrable traditional arena?

E-Learning does form part of the current academic curriculum awright, but a minuscule one at that,  identifying itself as a blended learning module. Nothing more! For, the advantages of the former system far outweigh the pluses of this format.
 
That is the impression, at least.
 
What explains this? U.S. schools offering on-line courses have seen increases in demand for e-learning options, with 66 percent and 73 percent of responding schools reporting increased demand for new and existing online course offerings respectively (Allen & Seaman, 2010).
 
Now, what is indicated here is not eLearning substituting the class room sessions, but constructively supplementing them. Because, eLearning has its indisputable strengths too. 
 
Consider these simple questions. Could any of the students press the replay button on the lecture session that just ended? How many of them could, without any inhibition, raise their hands to clarify a doubt? What is the impact of the peer pressure on one's psyche?  How long would it take for a student to be left behind, in the sheer pace of the class room sessions?

All these questions are effectively addressed by eLearning. In fact, we could safely guesstimate that probably, the concept of eLearning evolved on these ground realities.  
 
And, the new enlightenment dawning around in the education circles is this. E-Learning is no more perceived as someone locking oneself up in a room, with a laptop. On the contrary, it's seen as a flexible format that gives the students the needed freedom to apportion their time between their studies and their friends as per their convenience.
 
If students learn on the e-Learning route, it means they definitely "learn".  No debates there! 'Cos, learning in this context clearly means that they just love the conducive format, for all the benefits it brings to the table.
 
And, the new generation employers aren't as much concerned with the degree titles either, as they're about the employability of the people they hire. If there's a real spark out there, it doesn't matter where it comes from. It's there, to be grabbed. That's it.
 
The whole thing has one great lesson for us, the instructional designers.
 
There's so much opportunity waiting to be tapped out there. Just do some serious tuning in and master the craft. Set the understanding right. Open the door.
 
And, get ready to be deluged!

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

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)

The "E-Learning & Interactivity" Bonding!

Kevin was all kicked up about the yet-another prize he had just won.

He tore open the wrapper in a hurry. The exquisitely crafted game console had his eyes popping out and sent his hands scrambling for the joystick.

But, it was missing.

Some more frantic search, and a small note revealed itself, "Hey there... We know you're a whizkid, and would master this one too in no time. For a change, we want you to just hang in there and say 'wow' for the mind-blowin' stuff we've put in here. How about that?"

Kevin cursed. Feeling mocked, he nevertheless plugged in the game and let it run. It was mind-blowin' stuff, awright! A technical wizardry Kevin had never seen before! But, the thing is, the 'wow' factor disappeared just soon after. Kevin wondered why? And, realized he was not an active 'part' of the game.

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

E-Learning is so much like video games, on this score. It too gets 'disconnected' otherwise.

A caveat though! The 'levels of interactivity' it offers could differ, depending on the content and other constraints. That's to say, the interactivity component doesn't necessarily have to be such high octane stuff. Nevertheless, the bottom line is, it does remain the medium's backbone.

If an e-learning course needs to succeed with its learners, it has to keep them an active part of what it is discussing. Talk to them, engage them and keep them 'on their toes'! For, is this not the only bridge that keeps it connected with the learners? How does it, otherwise, differentiate itself from, say, a manual or a journal?

Going forward, the e-learning course may contain rich graphics, fancy simulations, and arresting visuals. But, the sizzle factor fizzles out, the minute the learners are let go off the interactive hook. And, in such a case, what remains of it is a boring page turner.

Such is the bonding that e-learning enjoys with interactivity. It can't be without the other.

In other words, if e-learning is the communication vehicle, interactivity becomes its fuel.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

A Giant Leap Into The Cloud!

The Terminal:

Cut to the front yard of the country house and watch the two brothers, Dan - at his ranger cycle, cleaning it - and Duxe - seated on a rock close by, and watchin' him.

The Departure:

Happy with the way his cycle is looking, ready for the adventure, Dan looks at Duxe. "You sure you not joinin'?"

Smiling at the yawning Duxe, he gets onto his cycle and starts pedaling.

The Deviating Trajectory:

Sweating and panting, Dan braves his cycle up a steep pitch, his eyes popping out in anticipation. One last breath and one valiant push, he is at the tipping point and there... his cycle zooms into the air, with both a gush of wind and exhilaration ripping through his face.

 

Duxe looks around the dreary land and wonders what's up with life. "What a boring, hot day!" He yawns once again.

Dan goes for a free fall, with the rugged terrain beneath hurtling towards him. Despite deftly steering his cycle in the air, he just about manages to land safely, only to maneuver harder not to go crashing down the steep slope.

This is adrenaline. Gushing out of the thing called PASSION.

Steve Jobs!

How he transformed his passion into a miracle, he named Apple! And, how he continues to churn out miracles!

The latest one being the iCloud system that would allow the Mac users to access the same set of content - documents, photos, email, contacts, calendars - across all their devices.

This colossal tipping point is going to unleash a change in the way information is going to be shared in future.

Consider this. A student going through a lesson on her iPad at home, finds not just the same content on her iPhone when she gets into the train, but continues from where she left.

Imagine the boost eLearning could get out of this technological revolution. For sure, this contagion would spread out of the Apple systems - like the way it happened with the Graphical User Interface (GUI). It would all be there everywhere, with absolutely no space and time constraints. It would be a sheer evolution of sorts.

A giant leap into the Cloud!     

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Rapid Instructional Development: For once, Rapid doesn't mean Fast!

"So, you know what beam-ends are?"

"Aye, sir".

"Go ahead."

"The sides of the ship, sir. 'On her beam ends' means the vessel is literally on her side and possibly about to capsize. More often, the phrase means the vessel is listing 45 degrees or more."

"Awright. Report for the instructional classes from tomorrow morning, 7.00 AM sharp. We shall cover the beam-ends right from the scratch."

" Aye, sir. Sir??"

"Yes. Any questions?"

"Aye, sir. Just one question, sir. Was my answer incorrect, by any chance, sir?"

"No, you're right, boy."

"Then, why from the scratch, sir?"

"That's the only way I could teach, son."
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
It is such situations that pave the way for Rapid Instructional Development (RID).

RID speeds up the instructional development process by incorporating prevailing knowledge, existing materials and job-aids. It eases it up by simplifying, combining, resequencing, and even by skipping steps. 'Cos, a good number of times, a major chunk of the conventional Instructional Systems Development (ISD) model could be condensed, by obviating the obvious.

The ISD model uses a rational step-by-step approach and assumes that the content area is stable. But, newer realities include rapid changes in skills and knowledge. And, by this reason, they also include the need for faster and better instructional design.

RID techniques evolve to meet those needs. They flex their approach based on the nature of the instructional objective, the characteristics of the trainees and the context of training.

But...

Ironically, by no means do they point to or result in faster learning. In most cases, the opposite is true 'cos, RID, by its very nature, passes on some of the instructional development responsibilities to the learners, on the ground that they already know a part of the subject.

It's just that RID provides us a preferred alternative when we are working on tight deadlines, limited budgets and constantly changing instructional content. Nothing more.

For once, Rapid doesn't mean Fast.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

E-Learning: The Fear Factor!

A few things enjoy a unique law of existence.

Take diamonds, for example. They're the offshoot of deep volcanic eruptions that had cooled into igneous rocks, close to the surface of the earth. But for this Nature phenomenon, diamonds wouldn't have happened, right?

Now, take e-learning. It's no different from diamonds. Only thing, this sparkle has sprung out of and flourishes because of a different source - the digital phenomenon. The phenomenon that disseminates information like nobody's business!

E-Learning too spreads information, but in a perfectly channelized way for perfectly carved situations...

Like those folks who are seated in a remote corner, say for instance. Or, those who don't want to sit in a crowd, for example. Or, those who can't allot that kind of time to learn the formulaic way. Such situations, giving the inevitability status to e-learning, could extend into a long queue.

And, these footings give immense room for the designers to craft the channelized dissemination of knowledge, in a most interesting way. They encourage them to use a skillful blend of content and participant interaction while creating a program.

Such content is designed to help the learners assimilate new information with relative ease, to guide them to modify their attitudes and change their behaviors.

All of this sounds great. But there's a Fear Factor and quite a powerful one at that, that one needs to content with! It's this. Getting the learner to 'be tuned in' is one of the most challenging tasks. 'Cos, 20 minutes of sustained attention on any subject, pushes the brain towards the rest zone. And, elicits a yawn from even the best of the 'brains', sitting in a group.

Now, how about someone who is seated all with oneself? That's the fear. How do we take care of his attention levels?

Bringing in interesting twists and surprises in the way the content unfolds, 'distracts' the brain from settling in for a predictable rhythm. Such twists also ensure that the sustained attention is not tested beyond its limits.

Being sensitive to the learner's psyche is one of the innate qualities of a good instructional designer.

The Fear Factor contributes well to that sensitivity.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Instructional Designing: Factor In The Invisible

Being entrusted with an ID project has a certain breezy feel goin' with it. 'Cos, every time, we get to shake hands with a refreshingly new situation, get to know more about it, ingest its essence, and present it to the audience in a way they could relate... and, learn.
 
It's not gonna be zilch though. The whole thing needs an indepth study of what is and a meticulous planning for what should be. 

We analyze the people and their learning environment - their current knowledge levels, the age group they belong to, the time they could allocate for the new Knowledge Transfer (KT) and their capacity to imbibe it. Follow it up by designing the KT in the best possible sequence, so it becomes worthy of being lapped up. Develop it in as stimulating a way as possible. Implement it with the needed fanfare. And, evaluate it for the successful reception it enjoyed amongst the Target Audience (TG).
 
Now, these are the most visible things we do - Analyzing, Designing, Developing, Implementing and Evaluating - to crack the learning experience with our instructional designing skills.
 
But, how about exploring a li'l bit of the invisible?
 
The brain!
 
Being the 'center' of learning, it possesses an uncanny intelligence that veins its way through multiple channels to explore the unknown, without even having to be prompted.
 
Could any of us recall how we learnt to speak, when we were kids? We wouldn't have been even aware of the 'learning' part, 'cos we were too tiny to know we were learning. But, the verbal linguistic intelligence was working.
 
It's the logical mathematical intelligence that differentiates circles from rectangles, and makes sense out of abstract symbols.
 
The interesting part is, this intelligence is not the same as the verbal linguistic intelligence. It's distinctly different.
 
So is the case with the visual spatial intelligence that understands the world through colors, light and harmony. It's so starkingly different from the bodily-kinesthetic intelligence that in no way could it relate to the physical sensations and touch impressions the way the latter impeccably does.
 
We see the musical rhythmic intelligence at work when we find someone playing perfect rhythms on his briefcase. And, the interpersonal intelligence in a warm-hearted teacher who is a hit with her students.
 
Successful entrepreneurs have an intra-personal intelligence guiding them. Their feeling absolutely sure about themselves is, in essence, the manifestation of this form of intelligence.
 
Now, all of us possess all of these intelligences to a greater or lesser degree. How wonderful it could be, if our instructional designs could actively have something for some or all of them?
 
The very effort in this direction would bring out the ingenious, 'cos, it factors in the invisible!

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Accelerated Learning: Bend It Like Beckham

"Hey John... Know what? I met someone like Hercules, yesterday."

"Oh!"

"You know Hercules, don't you?"

"Nope."

"You don't know Hercules? Just can't believe it. You don't know him? Oh, you're in the pits."

"Hey, cut it awright?! Tell me how this guy was like. I'll be there right with you."

"You know, he had a body like, like, as if it was sculpted. His arms were sinewy like teak. His eyes were sky blue. And, he was tall like a giant."

"Awright, got it."

John just learned about the guy's appearance. Almost perfectly! Almost as if he saw him! And, pretty fast too!

Accelerated learning!

Learning becomes fun when the content is given the right context. The context is what one knows. Content is what one doesn't know.

The context creates a conducive environment for the brain to engage its faculties in a way that learning happens much easier and faster.

This is one of the psychological keys that comes of great help to Instructional Designers (ID) in unlocking the learner's mind. Understanding the course content and the goal it needs to serve, the ID looks for familiar grounds that the participants could easily identify with and takes off from there.

Whatever John learned about the guy was enabled by the metaphors blue sky, teak, giant and sculpture. But for these, he might have been at a complete loss, now that he did not know a bigger metaphor, Hercules.

Maybe, what he learned was a very simple fact. But, the fact remains that his learning was made simple.

All, thanks to metaphors!     

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Where is E-Learning? A Bird's Eye View!

Swooping down the learning terrain, we see Universities, hundreds and thousands of them, racing to top the ranking charts, so they could attract hordes of choicest students, from around the world.
 
In line are the top-notch professor laureates who are on the most-wanted list, so they could cater to the best brains that pool in to the class room.
 
And, there come the most coveted graduate titles that become the most premium tickets for one's entry into the plum job markets.
 
What an undisputed, indefatigable and foolproof network this is, almost monopolizing the education system for the near 100% success it guarantees!
 
Now, where is e-Learning in this impenetrable traditional arena?

E-Learning does form part of the current academic curriculum awright, but a minuscule one at that,  identifying itself as a blended learning module. Nothing more! For, the advantages of the former system far outweigh the pluses of this format.
 
That is the impression, at least.
 
What explains this? U.S. schools offering on-line courses have seen increases in demand for e-learning options, with 66 percent and 73 percent of responding schools reporting increased demand for new and existing online course offerings respectively (Allen & Seaman, 2010).
 
Now, what is indicated here is not eLearning substituting the class room sessions, but constructively supplementing them. Because, eLearning has its indisputable strengths too. 
 
Consider these simple questions. Could any of the students press the replay button on the lecture session that just ended? How many of them could, without any inhibition, raise their hands to clarify a doubt? What is the impact of the peer pressure on one's psyche?  How long would it take for a student to be left behind, in the sheer pace of the class room sessions?

All these questions are effectively addressed by eLearning. In fact, we could safely guesstimate that probably, the concept of eLearning evolved on these ground realities.  
 
And, the new enlightenment dawning around in the education circles is this. E-Learning is no more perceived as someone locking oneself up in a room, with a laptop. On the contrary, it's seen as a flexible format that gives the students the needed freedom to apportion their time between their studies and their friends as per their convenience.
 
If students learn on the e-Learning route, it means they definitely "learn".  No debates there! 'Cos, learning in this context clearly means that they just love the conducive format, for all the benefits it brings to the table.
 
And, the new generation employers aren't as much concerned with the degree titles either, as they're about the employability of the people they hire. If there's a real spark out there, it doesn't matter where it comes from. It's there, to be grabbed. That's it.
 
The whole thing has one great lesson for us, the instructional designers.
 
There's so much opportunity waiting to be tapped out there. Just do some serious tuning in and master the craft. Set the understanding right. Open the door.
 
And, get ready to be deluged!

(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)