E-learning is an evolution, not a revolution. E-learning has become ominous and ambiguous, full of uncertainty and confusion. It needn't be. Many expectations of e- Learning initiatives wrongly assume that 100% of learning will be accomplished with high-bandwidth, streaming multimedia and using complex Learning Management Systems tracking every synapse of the learner's brain. It is these very inflated expectations that prevent progress of e-learning, for to accomplish these goals would be costly if not impossible.

At the core of e-learning is learning. Technology often takes center stage, but its correct place is as a tool to help learners bridge the gap of time and distance allowing them to learn anytime, anywhere, self-paced or instructor-led. Many e-learning solutions rely heavily on streaming audio and video, and proprietary plug-ins to accomplish their learning objectives. The problem is that streaming media, voice over IP (VOIP), and other leading-edge technologies are not always ready for primetime, and certainly not for our networks. The need to build robust and secure network infrastructures in a cost- effective manner can actually be a roadblock for these solutions.

The key factor for effective learning is excellent instructional design. Don't rely on technology to conquer these challenges, for e-learning actually forces us to create better designed courses and curriculum -- good content, presented in an engaging way, using fundamental instructional design techniques to explain, teach, and reinforce. Show - Do - Review.

Learning Management Systems (LMS) are another factor that can be very hungry for time, resources, and money. Ask three e-learning vendors what an LMS is, and you will get three different answers. Generally, an LMS is a database that ties together the content, learning objectives, and learner. It allows you to manage which courses and modules an individual or group will receive. The data that is tracked can also answer many questions such as: Who took what course? How much did they complete? What were their scores on graded exercises? Some LMS solutions attempt to manage every aspect of knowledge and learning, but implementing such expectations often prevents e-learning projects from beginning. Before setting the goals for your LMS, ask some questions: What will you do with the information that you track? Will your learners behave differently knowing their mistakes are recorded?

Once an LMS system begins to be utilized, there is the challenge of how to use all of the data. One measurement that is often analyzed is course completion rate. A common trend is that learners don't often finish all the course modules, which can be interpreted two ways. The first assumption is that the course is not working well for the learner so they "opt" out. Another, more accurate, interpretation is that the learner found the information they needed and left. Because of this trend for "just in time" training, course modules should be kept to small "bite-size" pieces so they can be accessed separately or strung together as part of an entire course. Keeping these smaller discrete "learning objects" also allows more flexibility to be re-used in multiple variations of courses.

How to Start
Remember that e-learning is a new concept not only for training departments, but for the learner as well. Don't attempt to change all of your traditional classes with e-learning. Some courses will always be best as classroom training. Pick a course that is not currently working well, and try a blended approach. Set your goals reasonably. Instead of attempting to replace a 4-day Instructor-Led Training (ILT) class to all e-learning, try 3 days of ILT with 1 day of distance learning or self-study.

The Blended Approach
Better learner preparation makes face-to-face time more efficient, but don't refer to this preparation as pre-work, as it suggests that it is optional. A typical blended learning model consists of assessment, self-paced study, instructor led training, virtual classroom, and on-demand reference. Remember the old concept that "learning is a process, not an event."

Assessment
Each course or learning engagement has objectives for what the learner should know by the end of the course. It also assumes some requisite knowledge to start. Utilizing assessment tools, a learner can determine a current level of knowledge, skip sections if appropriate, and receive more education in areas of weakness. In the area of IT skills training, this type of assessment could be accomplished with task based simulations.

Self Paced Study
With self study, learners access information at a time and pace suitable to them. Also known as Computer-Based Training (CBT) or Web-Based Training (WBT), it most often is thought about when e-learning is mentioned. There are many "off the shelf" courses, but they are not easily customized for specific needs. Seek solutions where content can be easily edited and authored while still containing sophisticated simulations. "Easily" also implies that a computer programming degree in HTML and JavaScript is not necessary.

Instructor-Led Training
In an e-learning endeavor, there is still plenty of room for traditional instructor-led, classroom training. Until ILT is totally eliminated from the way we learn at an early age, it will still be the most popular and comfortable way for many people to learn.

Virtual Classroom
Utilizing online meeting tools that have been adapted to better emulate a traditional classroom environment, virtual classrooms are becoming the new arena for instructor-led training. These tools offer the benefits of a collaborative experience with a subject matter expert guiding the way. The compelling pros are the elimination of geographic and time barriers. Attendees can be anywhere in the world, eliminating travel and out of office time.

On-Demand Reference
Traditional reference materials include the classic printed reference manual, but these are becoming scarce. Most reference material from software manufacturers are in the form of Help files and PDF versions of the printed reference. Users tend to have difficulty working with these non-engaging mediums. Using e-learning methods, online reference can be presented as simulations or demonstrative "show-me's", which are easily searched to find help on exactly what is needed.

Remember that e-learning is part of an entire learning solution. Set your goals appropriately, start small, but start now.

About our author...

Greg Renza is the Vice President of Technology and E-Learning for Perfect Access Speer. Call him (212) 399-3080, ext. 222, or e-mail grenza@PASpeer.com.