Adapting for online delivery; clarifying outcomes

Written by Phil Garing

When adapting existing course content, it's tempting to assume that there's nothing to do when it comes torepparttar training outcomes. Just userepparttar 109413 existing ones, right? Not necessarily. Changingrepparttar 109414 way you offerrepparttar 109415 programme can result in a whole raft of 'process' related training outcomes being introduced. For example, online/distance programmes often expect students to find and assimilate information from Internet based resources. They also need to manage their own study, and are often expected to identify what they don't know and articulate this throughrepparttar 109416 online environment.

These expectations are often not present torepparttar 109417 same degree in face-to-face training, due torepparttar 109418 immediacy of trainer/lecturer support. That's why you'll often find students baulking atrepparttar 109419 degree of independent study expected of them in online/distance courses. It seems like a lot of unnecessary extra work, whenrepparttar 109420 trainer/lecturer could just giverepparttar 109421 information. There are two implications here for training design:

1. If we're going to add process related outcomes torepparttar 109422 programme, we need to be sure thatrepparttar 109423 volume of work is still realistic, and thatrepparttar 109424 programme is designed so that learners are trained inrepparttar 109425 skills, not just assumed to have them.

2. There will be much better buy-in from learners when these outcomes are clearly articulated as part ofrepparttar 109426 programme. They won't be seen as an unnecessary extra, they'll be a legitimate part ofrepparttar 109427 programme. In point of fact, these sorts of (enterprise) skills are becoming recognised as core to many programmes, both academic and corporate. The online/distance environment is a great place to develop them, so long as they have a legitimate place inrepparttar 109428 programme.

Adapting for online delivery; selecting the right technology

Written by Phil Garing

It goes without saying that whatever technolgies are used, they have to be effective training tools. Previous Updaters have detailed how to determinerepparttar profile ofrepparttar 109412 learner and whatrepparttar 109413 training is designed to achieve, you're now in a good position to make an effective decision on appropriate technologies.

The most common difficulty is in balancing operational issues and a need to use existing structures, againstrepparttar 109414 particular needs ofrepparttar 109415 learners. The sorts of operational pressures often encountered include: - Competing budgetary constraints. Often developmental initiatives compete with other 'special' projects in an environment of reduced and uncertain funding. - Organisation wide change. Significant asrepparttar 109416 spread of elearning is, it still must integrate with other organisational change issues such as restructuring andrepparttar 109417 internationalisation of education. - Institution-wide IT systems. Often, existing IT systems were originally designed to supportrepparttar 109418 administration of organisations, rather thanrepparttar 109419 provision of training. Where delivery software is purchased,repparttar 109420 decision is often based on cost and ease of integration within existing systems. - The development of courses has traditionally been seen as one part ofrepparttar 109421 job of lecturers rainers. 'Getting a course going' was something that educators did as part of their wider delivery role. It sometimes demanded additional resourcing, which was negotiated as part of annual workload. As such, it was a cost to be minimised. - Time pressure. Pre-determined course start dates often dictate small development timeframes.

1. Selectrepparttar 109422 delivery tool. Relevant factors here are: - The existence of legacy systems such as generic online delivery tools - The 'best fit' for existing course resources, with a focus on minimisingrepparttar 109423 adaption process. For example, online availability of PDF documents generated from presentation materials. - Lowest implementation cost. - Minimisingrepparttar 109424 need for staff training or upskilling in order to implement delivery.

2. 'Path of least resistance' development. Collate existing resources (usually print) and adapt for online/distance delivery.

3. Supplementrepparttar 109425 core. Provide communication, support or learner feedback torepparttar 109426 extent permitted by timeframes and budgetary constraints.

Adopting such a model involves running a number of risks. Many ofrepparttar 109427 elements that make up effective face to face instruction are not readily adapted from course resources. For example: - Much ofrepparttar 109428 actual content is often inrepparttar 109429 head ofrepparttar 109430 presenter, not on paper. - The role of a presenter as motivator can be missed inrepparttar 109431 adaption process. - The ability to provide immediate feedback to learner's concerns or problems is part ofrepparttar 109432 face to face environment. Elearning often involves delays in providing feedback. Good online delivery will address this issue by developing extensive feedback resources that are immediately available to learners. - Much ofrepparttar 109433 value in face to face learning is derived fromrepparttar 109434 types of activities and interaction that takes place. Simply adapting resources does not necessarily result in learning activities orrepparttar 109435 level of interactive engagement that brings about deeper learning.

Cont'd on page 2 ==> © 2005
Terms of Use