Another common trap is dumping text online. Text is inherently more difficult to read on screen, learners will almost invariably print out text and read off paper when given chance. Unfortunately, much online text is not set up to print cleanly. Online text is also often broken up into smaller blocks and linked for multiple access points. This is great for learners navigating to find what they need, not great if learners need to repeatedly refer to or work with volumes of text.

Finally, most effective 'resource' in face to face environment is of course presenter or lecturer. Often projects to go online simply adapt existing print and media resources. Effective online courses find ways to maintain that personal contact, or develop tools that go some way to performing same functions. Simply offering chat or bulletin board facilities does not, of itself, resolve this issue. The analogy is putting a learner in a car, but not showing them how to drive, or giving them a reason to go anywhere. The delivery methodology needs to be designed to stimulate and guide online communication.

Disadvantages For learner, technology can be intimidating, or actually impede learning. More self-motivation and discipline are often required, and communication technologies may be a poor substitute for face-to-face contact.

For producer of learning, significantly higher development costs are likely, and specialised skills are required. There are also problems of overcoming scepticism amongst potential users, and adapting organisation's culture and systems for new delivery method.

Despite range of challenges and issues inherent in online learning, there is no doubt that it is revolutionising face of training and education. In race to assimilate technology into educational delivery, it is not development of training that is goal, it is depth of learning that results from it. Be wary of claims by vendors of online training solutions that one product is all that is required to develop and deliver an effective (online) package. Any educational course will require planning and good educational design. Subsequent articles in this series will overview that design and development process.

There is an initial feeling of anonymity, which allows students who are usually shy in face-to-face classroom to participate in online classroom.

[These two points together illustrate one of fundamental differences between emailing an instructor and posting to a threaded list: privacy versus exposure. When dealing with reticent learners, good communications systems will build confidence with technology through private email communication prior to 'group' communication.]

This same feeling of anonymity creates some political differences, such as more equality between students and professor in an online class. [Very true. Learners will often be quite vocal and insistent in an online environment in a way they wouldn't face-to-face. Instructors who prefer to maintain a level of professional status in their relationship with learners may not be comfortable in an online environment.

http://www.thejournal.com/magazine/vault/A3407.cfm

-------------------------------------------------------------------------------- Learning Management Systems: Dotcom collapses, minimising your risk --------------------------------------------------------------------------------

Choosing right Learning Management System A recent Updater looked at a range of issues you should consider when selecting a LMS. We've got another one to add to list: financial viability of provider. Recently there's been a rash of mergers and shutdowns, precipitated in part by broader Dotcom shakedown. Some examples: Click2learn has bought Intelliprep Pensare is closing its doors Headlight.com is turning out lights (CyberU will provide Headlight's former customers with continued service) SmartForce announced it will buy icGlobal Saba will acquire Human Performance Technologies Centra acquired MindLever (Source: Brandon Hall)

This raises issue of service continuity when buying into a prorietary system. The downside of buying into a proprietary system is that more time and effort invested in building up courseware, greater difficulty there is in migrating to a new system. When buying into a system you're betting that it will survive financially, and that it isn't going to get behind pack with emerging technologies.

Other options to consider: Go with a service that delivers your content for you, and let them worry about maintaining infrastructure. While you'll pay higher service costs, you'll find it easier to change providers if necessary.

In early stages, don't rush in and buy into a system. Take time to experiment and develop a clear understanding of your organisations needs, and also gather information on who leaders are with sort of delivery infrastructure you require. The chances are that you will have a range of knowledge management and skills development issues to address, whatever system you use. Make inroads here first before limiting yourself to an off-the-shelf delivery system.

Phil has been involved in a number of projects in the field of flexible delivery, both research based and product-based. In addition he has developed a number of industry based flexible delivery packages and open learning packages in the Polytechnic sector. He also works as a staff development consultant.