Making E-Learning Stick , livre ebook

Association for Talent Development - Barbara Carnes

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84 pages

English

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E-learning and virtual training have become increasingly popular means of delivering workplace learning content, yet they often fall short when it comes to engaging learners. How can you ensure that learners understand the learning content and can apply their new knowledge back on the job? As with classroom training, you need to build in fail-proof ways of reinforcing the learning.

Making E-Learning Stick is comprised of 25+ easy-to-implement, low- or no-cost techniques that will increase learning transfer in both asynchronous e-learning and live virtual training. The techniques can be used alone or in combination with one another, providing you with numerous ideas and strategies for enhancing learning transfer.

A handy resource for any e-learning designer or facilitator, Making E-Learning Stick is the follow-up to the popular ASTD Press title Making Learning Stick.

Sujets

Efficacité professionnelle

Efficacité

Business

Economics

Training

Employabilité, métiers et formations

Informations

Publié par	Association for Talent Development
Date de parution	01 novembre 2012
Nombre de lectures	0
EAN13	9781607286608
Langue	English

Informations légales : prix de location à la page 0,1648€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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Making e Learning

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Table of Contents
Preface v

Acknowledgments ix

Chapter 1: Introduction: E-Learning and Training Transfer 1

Chapter 2: The Bears, the Bees, and the Honey 21

Chapter 3: Techniques to Integrate Education 27
Action Learning 27
Action Plans 32
Application Checks 35
Do Not Disturb 38
Do Now 42
Feel-Felt-Found 44
KISS: Keep It Simple or Supervised 47
A Little Help From Friends 50
Live Pilot 53
Manager Module 56
Note to Self 58
Picture This 60
Pop-Up Reflections 62
QR Codes 65
Sticky Blog 68
Sticky Heat Map 73
Sticky Kit for Managers 77
Sticky Learning Community 81
Sticky Microblog 85
Sticky Objectives 88
Sticky Wiki 92
Strategy Link 97
Thank-You Note 100
Threaded Discussion 102
Transfer Certificate 106
Virtual Tutor 109
What’s Wrong With This Picture? 112
Wrap It Up 115

References 119

About the Author 123

Index 125

Techniques for Easy and Effective Transfer of Technology-Supported Training

Barbara Carnes

© 2012 the American Society for Training & Development and Barbara Carnes
All rights reserved. Printed in the United States of America.
16 15 14 13 12 1 2 3 4 5 6 7 8 9 10
No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, please go to www.copyright.com, or contact Copyright Clearance Center (CCC), 222 Rosewood Drive, Danvers, MA 01923 (telephone: 978.750.8400, fax: 978.646.8600).
ASTD Press is an internationally renowned source of insightful and practical information on workplace learning and performance topics, including training basics, evaluation and return-on-investment, instructional systems development, e-learning, leadership, and career development.
Ordering information: Books published by ASTD Press can be purchased by visiting ASTD’s website at store.astd.org or by calling 800.628.2783 or 703.683.8100.
Library of Congress Control Number: 2012940629 ISBN-10: 1-56286-847-0 ISBN-13: 978-1-56286-847-5
ASTD Press Editorial Staff Director: Glenn Saltzman Community of Practice Manager, Learning Technologies: Justin Brusino Associate Editor: Stephanie Castellano Design and Production: Marisa Kelly Cover Design: Ana Foreman
Printed by Versa Press, Inc., East Peoria, IL, www.versapress.com.

Preface
I have been teaching online, writing university online classes, and designing corporate e-learning for quite a few years now. I have produced many courses that I’m proud of, and a few…well, there were lessons learned. I have received positive feedback often. I know that many other e-learning developers like myself produce e-learning that follows good instructional design principles, and that they seek out techniques to make the learning experience a positive one for the learner. So I was surprised at the many negative comments about e-learning that I began receiving in a university online class I teach. The students, who are mid-career professionals taking the class as part of their degree requirements for an MBA or a master’s degree in leadership, report that their experiences with e-learning are about “getting through the class.” While a few mentioned that they learned something, the vast majority said that their experience with e-learning is to “check the box” to get credit for the class, but they don’t learn much, and what’s worse, they don’t expect to. A surprising number of them shared tricks such as clicking through slides at a rapid pace, just to finish. One person even said her supervisor told them to click through the slides without reading them! Only one or two of my mid-career students reported that they are actually using what they learned in e-learning courses to help them do their jobs better. Why do so few learners report actually having learned and using what they learned in e-learning? Why do so many just try to get through e-learning? Isn’t the focus of all workplace learning, including that which takes place in a virtual environment, to learn skills that can be applied to job performance? These critical questions were my inspiration for writing this book.
When Dora Johnson and I wrote Making Training Stick in 1988, it was the first book on training transfer—ever. Our focus in that book was on reinforcement techniques after face-to-face training. No one had heard of e-learning then, and no one thought much about what happens before training either. A few years later Mary Broad and John Newstrom, in their book Transfer of Training , identified three critical time periods that are important for training transfer: before, during, and after training. They also identified three critical roles in training: the trainee, the trainer, and the trainee’s manager.
Today many more workplace learning professionals understand the importance of the trainee’s manager in transforming learning into performance. Many more classroom trainers today also understand and use strategies before and after face-to-face training to encourage application of skills back on the job. But there does not seem to be the same level of understanding or action regarding manager involvement in trainees’ e-learning, or strategies and techniques before and after online learning that support application to the job.
Since Making Training Stick was written, many academic empirical research studies have explored various factors that contribute to higher levels of training transfer. Making Learning Stick (2010) presents a process model for training transfer that is based on these studies, as well as techniques to increase transfer that can be applied no matter what the mode of delivery. However, most of the research on which the book is based was conducted on face-to-face training.
Formal and informal surveys of trainers and of trainees have unearthed many reasons why e-learning participants are often disengaged and fail to apply what they have learned back on the job. Perhaps one key reason is that in face-to-face classes the trainer interacts with trainees and therefore has a more personal interest in and control over the participants’ success. Such levels of personalization are not easily reached with e-learning. It is designed and developed, then made available to learners who for the most part remain faceless to the trainer. A survey conducted by Knowledge Advisors found that of more than 5,000 working adults, only nine percent reported that they actually apply what they learn with positive results (Mattox, 2012). In another study, when end-of-course evaluations—50 percent of the courses were e-learning courses—were matched with follow-up evaluations two months later, less than 50 percent of the learning was being used on the job (Bontis, Hardy, and Mattox, 2011). While these findings indicate progress from the widely-quoted Research Institute of America estimate, that after just six days of training only 28 percent of the learning content is retained (Carnes and Johnson, 1988), most would agree that there is considerable room for improvement.
This is not a book about how to design e-learning or live virtual training. There are many good books and classes on this subject. This is a book about how to enhance and add to existing designs to promote application of the skills learned. After all, if participants learn the skills and knowledge taught in training but don’t apply them in their jobs, has anything really been accomplished? The techniques in this book require relatively little time and cost to develop, and the payoff for using them can be enormous.
Support from key influencers in an organization is the best way to achieve lasting change of any type, including transferring learning into job performance. Some organizations are ready for this type of change and are developing cultures that foster higher levels of learning transfer; others are not. Regardless of where an organization is in the training transfer culture change curve, the concepts and techniques in this book can be incorporated into new or existing training programs. They can be used as part of an overall learning transfer strategy or they can be used one by one, by individual developers and instructors.
Who Should Read This Book?
Anyone who is interested in the application of workplace learning to job performance will find this book useful.
Chief learning officers, senior human resources leaders, and managers or directors of training
…will be interested in the Transfer of Technology-Supported Training Model in particular, as well as some of the Techniques to Integrate Education (TIEs).

Designers and developers of e-learning, and instructors of virtual classes
…will be interested in adding the TIEs in this book to training they are developing or have already developed.
External consultants, instructors, and designers
…will be able to use the Transfer of Technology-Supported Training Model and the TIEs in this book to provide added value for their clients.
Training coordinators
…will be interested in adding some of the TIEs to their current e-learning courses and linking them with their Learning Management Systems.
Instructors of university or secondary education online classes
…will be able to use some of the TIEs to reinfor